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Course Catalog

260.708.60 Evidence-Based Teaching in the Biomedical and Health Sciences – Practice

Department:
Molecular Microbiology and Immunology
Term:
2nd term
Credits:
3 credits
Academic Year:
2017 - 2018
Location:
East Baltimore
Auditors Allowed:
No
Grading Restriction:
Letter Grade or Pass/Fail
Contact:
Gundula Bosch
Course Instructors:
Resources:
Prerequisite:

PH.260.707 or PH.350.750 or Preparing Future Faculty Teaching Academy (PFFTA)

Description:

Do you enjoy teaching? Would you like to become more effective at it? Would you like to gain real classroom experience with mentor feedback? Do you want to explore if a career that involves teaching is for you? Then join us for our interdisciplinary, evidence-based teaching practice course! This course is part of the R3 Science Education Initiative series (http://tiny.cc/JHSPH-MMI-R3).

Provides students interested in gaining hands-on teaching experience with opportunities to plan and develop classroom materials on self-selected topics and deliver them in an interdisciplinary classroom setting, mentored by professional educators. Explores evidence-based instructional and assessment strategies to meet identified learner needs in the life and health sciences. Introduces students to a growing community of educational practitioners and scholars across the JHBSPH departments and JH divisions.

Learning Objectives:

Upon successfully completing this course, students will be able to:

  1. Apply the literature on adult learning theory to real-life, educational situations
  2. Appraise and revise self-designed lesson plans and assessment strategies with classmates and mentors from other disciplines.
  3. Practice teaching and assessment plans in the classroom and assess learning outcomes.
  4. Critique classmates’ teaching and make recommendations for improvement.
  5. Evaluate their own teaching based on learner assessments as well as mentor and peer feedback.
  6. Formulate an action plan to enhance existing strengths and work areas for improvement in their teaching.
  7. Implement and sustain their knowledge and skills in evidence-based teaching by joining a continuous, cross-disciplinary community of practice.
Methods of Assessment:

Rubric-based peer and instructor feedback on two observed teaching lessons delivered (2x 30%); Rubric-based peer critique provided (2x 10%); self-developed action plan for long-term improvement and sustainment of teaching skills (20%)

Enrollment Restriction:

graduate students or postdoctoral fellows; instructor consent

Instructor Consent:

Consent required for all students

Consent Note:

Students interested in taking this course need to have either successfully completed 260.707 or discuss with the instructor if equivalent preparation, e.g. through appropriate sections of the JHU Teaching Academy, is assured.

For consent, contact:

gbosch@jhsph.edu

Special Comments:

Participants will work in teams of two (or three) to develop instructional course sessions on topics of their choice. The first two (and ongoing) weeks of the course will hereby serve as preparation phase under instructor guidance to develop the team-taught class sessions to be delivered during weeks 3-8 of the course. During weeks 3-8, participant teams will deliver their prepared classroom units (2 per team, i.e. each team delivers two 45 minute in-class sessions, followed by 15 min feedback and debriefing time. Scheduling will be arranged according to participants’ individual time constraints and requirements (other curricular schedules, laboratory, thesis or practicum work, etc). Schedule: Weeks 1-2: preparation phase under instructor guidance 3-8: delivery of classroom sessions (two 45 min sessions per week and team) week 3: teams A, B present their first units week 4: C, D week 5: E, F week 6: teams A, B present their second units week 7: C, D week 8: E, F