Summer 2008

Welcome

Welcome to the inaugural issue of the Time Out for Teaching series newsletter. This newsletter is provided as part of the faculty program to enhance the teaching and learning within the School of Pharmacy and is intended to provide a foundation for best practices to help all faculty meet the expectations for teaching within the School. We hope you find this newsletter useful and that you will contact us if you want more information. Happy teaching and learning!

Topics in this issue:

Learning-Centered Instruction

Course Design

Syllabus

First Day of Class

I’m teaching, but is anyone learning?

    Today’s educators face increasing demands from educational institutions, accrediting bodies, and the public to provide better evidence of student learning. These expectations are reflected in expanding assessment and accreditation reporting requirements and in a growing body of scholarship related to the assessment of learning outcomes. In a landmark 1995 publication,¹ Robert Barr and John Tagg made compelling arguments for colleges and universities to shift their focus from “teaching” to “learning.” They contended that the “traditional” approach mistakes means (delivering instruction) for ends (producing learning), perpetuating an environment in which novices (students) passively receive information from experts (faculty).

    Quality measures are defined by inputs such as courses / credit hours offered, faculty or student qualifications, or student-teacher ratios, with little attention to or accountability for what students actually learn and can do as a result of a course or curriculum. Arguably, Barr and Tagg sparked much of the subsequent scholarship addressing “student or learner-centered teaching” or “learning-centered instruction.” We prefer the latter terminology because it clearly focuses on learning as the desired result, and is less suggestive of pandering to the sense of entitlement of Gen-X and Millennial students.

    So what do we mean by and how do we approach learning-centered instruction? Broadly, it requires us to shift our focus from delivering content to developing students’ knowledge and cognitive abilities. Instructors share control of the classroom, replacing lectures with active and collaborative (team-based) learning experiences, and shift their role from the expert delivering content to the coach who plans learning experiences and environments and provides formative assessment and corrective feedback to guide student learning and development. There is less “teaching by telling” and more “learning by doing.” This is not to say that lecturing is forbidden, but should be interspersed with more active student engagement to produce meaningful and enduring learning. Learning activities are designed to help students develop knowledge and skills in a context that is relevant and meaningful to them, rather than simply memorizing information. Students are explicitly told how the knowledge and skills can benefit them, given options about how they learn new material, and held accountable for their preparation and participation in learning.

    Maybe you’ve taught your course for years and it seems to work just fine. Maybe you’re concerned that active, learning-centered methods will prevent you from “covering” all of your content. So, why should you change your approach? Because it works! Decades of educational research consistently demonstrates that learning-centered instruction is more effective than lecture-based instruction across many dimensions of learning and development, and across diverse academic disciplines. Learning-centered approaches improve short-term mastery and depth of understanding, prolong retention, and promote development of cognitive skills (critical and creative thinking, problem-solving). Perhaps this is because learning-centered instruction employs (or perhaps is just the new buzz-phrase for) all of the “Seven Principles for Good Practice” – those practices demonstrated through 50 years of research to improve learning in all kinds of students at the collegiate level – advanced by Chickering and colleagues in 1987: (1) encourages contact between students and faculty, (2) develops reciprocity and cooperation among students, (3) encourages active learning, (4) gives prompt feedback, (5) emphasizes time on task (active engagement with / practice using new information), (6) communicates high expectations, and (7) respects diverse talents and ways of learning.²

    While some students initially rebel when held more accountable for their learning, most appreciate opportunities to learn in ways that best suit their learning styles and to receive feedback in a “safe” environment. Ultimately, students in learning-centered environments are more motivated to learn, express more interest in the discipline, develop stronger learning and self-assessment skills, and have higher levels of confidence in their abilities^.3,4,5 Similarly, most faculty who adopt this approach find their classroom experiences to be more satisfying.

    So, if you’re ready to move toward a more learning-centered approach, see the “quick tips” for getting started, and keep reading to learn more about course planning and syllabus development. Then, let the learning begin!

For more information on this topic, see:

1. Barr RB and Tagg J, , Change, Nov/Dec 95
2. O’Neill GM and McMahon T, http://www.aishe.org readings/2005-1/
3. Felder RM and Brent R, College Teaching, Spring 96
4. Felder RM et. al. http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Student-Centered.html, June 2008.
5. Chickering, Arthur and Stephen C. Ehrmann, AAHE Bulletin, October, 1996
6. Timberlake K, http://www.karentimberlake.com/student-centered_classoom.htm

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Course design in six simple steps

    Planning a learning-centered course is much like writing a grant; it involves first formulating and assessing goals and objectives, then developing a plan to accomplish them. While this can seem daunting, it can be effectively accomplished through thoughtful, methodical planning. Thanks to Adam Persky, you now have a resource (Course Planning: A crash course in being a course director at the UNC School of Pharmacy) available online at www.pharmacy.unc.edu/labs/teaching-resources or on the Faculty Blackboard page. Here are some of the highlights.

Step 1: Define course goals by answering the question “what should students know or be able to do as a result of the course, or within 1-5 years of completing the course?” Learning goals should not focus exclusively on discipline-specific content knowledge, but should encompass application and integration of knowledge and cognitive skills (e.g., critical, practical or creative thinking, connecting content with “the bigger picture”); communication and interpersonal skills (e.g. writing, presenting, team-work, professionalism, caring, empathy), learning how to learn (e.g., self-directing learning) and reflection and assessment (e.g., learning about oneself or others; peer or self-assessment).

Step 2: Decide how these goals will be assessed. No, we haven’t skipped a few steps; focusing on how you will evaluate student learning should help you more effectively manage what and how to teach. Pen and paper tests can be used to assess content knowledge, application, and thinking skills, but are not adequate for assessing performance or behavioral skills, such as communication, professionalism, caring, empathy, or ability to integrate and evaluate information. You will need alternative strategies and tools, such as writing assignments, presentations, role-play, or OSCEs (objective structured clinical exam) to assess these skills.

Step 3: Design learning experiences to help students achieve defined goals, considering what you want students to do both in and out of class. If your major goal is to have students acquire discipline-specific knowledge, then active-lecturing combined with structured preparatory assignments may be an excellent choice. To promote cognitive skill development (e.g., developing patient-specific care plans, evaluating literature) more active in-class learning approaches, such as case study discussion or team-based problem-solving, will be necessary. Hold students accountable for learning foundational material on their own prior to class. Provide clear expectations for preparation and participation, and arrange topics and activities in a logical order to maintain integration within the course or between courses and to keep learners’ attention focused.

Step 4: Identify resources that will help students gain the knowledge and skills you have identified; including text books or primary literature for directed reading, instructor-prepared notes, web-based or internet-based resources. (Positive and negative attributes of each of these resources and will be discussed in future newsletters). For more information getting students to read and prepare for class, see (www.pharmacy.unc.edu/labs-teaching-resources).

Step 5: Prepare your syllabus. This critical element of the course should articulate the purpose of the course, why certain teaching methods are used, how students will be assessed, and the “rules of engagement,” e.g. policies for attendance, participation, assignment submission, missed exams, classroom decorum, and grading criteria (see How to Survive a Syllabus Audit in this issue).

Step 6: Seek and thoughtfully consider feedback from students and colleagues. Knowing how students or others view the course design or experience can provide useful information for planning or redesigning your course. Ask a respected colleague to review the syllabus for clarity and for alignment of teaching philosophy, course goals and objectives, topics and sequence, teaching/learning approaches and assessment methods. If you have taught the course before, review grades and course/instructor evaluations to determine what worked (or didn’t), where students had difficulty, and what motivated (or de-motivated) students.

While designing your course, keep in mind the keys to highly effective adult learning:

1. Students should feel safe and supported in a learning environment in which individuality and uniqueness are honored and intellectual freedom, experimentation, and creativity are encouraged;
2. Faculty should treat students as intelligent, experienced adults whose opinions are heard, respected, and appreciated;
3. The course should promote self-directed learning, where students take responsibility for their own learning;
4. The pace of the course should be optimized and the intellectual challenge should be just beyond the students present level (If the course is too challenging, students may be discouraged, but if it is not challenging enough, they become bored and learn little);
5. Students should be actively involved in learning, not just passively listening to lectures; and
6. Students should receive regular feedback on their learning, have mechanisms to tell faculty what works best for them and what they want and need to learn, and have faculty who hear and make changes based on student input.

For more information about this topic:

• Course Planning: A crash course in being a course director at the UNC School of Pharmacy, online at www.pharmacy.unc.edu/labs/teaching-resources and on the Faculty Blackboard
• Fink, D., Creating significant learning experiences, Jossey-Bass, 2003
• http://www.idea.ksu.edu/papers/Idea_Paper_42.pdf
• http://www.facit.cmich.edu/whats-on/archive.html (Course Design)

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How to survive a syllabus audit

    More than just a source of information, the learning-centered syllabus can be a powerful teaching and learning tool, guiding students to achieve learning outcomes. It may serve a variety of pedagogical functions, from introducing the instructor(s), piquing interest and motivating students to learn to establishing a conceptual framework and encouraging self-assessment. Giving your syllabus a “learning-centered makeover” is a worthy goal, and there a variety of resources to help you.

    But the syllabus at its most basic level is also an official document and a contractual agreement. Clear requirements and policy statements can guide your decisions and help justify them to a wider audience, if necessary. On several occasions, Pharmacy students have referred to deficiencies in course syllabi to support appeals to the Scholastic Achievement and Progression Committee, some of which progressed to the Provost’s office or higher.

    The School of Pharmacy “Policy for Delivery of Course Materials” outlines the minimum standards to which a course syllabus must adhere. Because syllabi are so important to students, instructors, and the School, the Office of Curriculum and Assessment has taken on the task of auditing all course syllabi each year. Want to “pass” with flying colors, and avoid having to revise & re-submit your syllabus? Take a look at the updated “Syllabus Template,” with guidelines and suggested wording, posted on the Faculty Blackboard. The following highlights are based on commonly identified areas of weakness from past audits:

Office hours: If you operate “by appointment,” or prefer e-mail, that’s fine—just don’t forget to say so. If you encourage students to visit you in person, determine how you will give equitable access for ECSU students.

Teaching assistants: If your TAs are a resource to students outside of class, don’t forget to include their contact information and office hours as well.

Pre-requisites: This is a relatively new requirement, prompted by a legal challenge from a student who enrolled in a course for which s/he had not met the prerequisites, failed the course, and was dismissed from the program. If you aren’t sure what the prerequisites are for your course, they are listed in the “course descriptions" document posted on the Faculty Blackboard.

Course outcomes: On top of describing what students will be able to do as a result of your course, try to identify how you think these link to the “Ability-Based Outcomes for the Doctor of Pharmacy Curriculum” (see Blackboard). This requirement will probably become more stringent as we move forward with a definite curriculum mapping process, so why not be prepared?

Expectations for classroom decorum & academic integrity: The recommended wording for all Pharmacy courses regarding academic integrity has recently been updated—see the updated syllabus template on Blackboard. Think about how you will enforce expectations for classroom decorum (e.g., attendance, participation, professionalism). If points can be lost (or gained) in these areas, that should be stated explicitly.

Late assignments & missed exams: Check out the updated syllabus template, which includes several useful examples of missed exam policies (provided by Wendy Cox, our expert on this issue). Do you accept late assignments? If not, or if you will subtract points, remember to state this in the syllabus as well.

Remediation policy: It’s not necessary to lay out every contingency here, but you should at least state whether some type of remediation (e.g., make-up work, re-testing, independent study) is possible for students who fail to complete or pass your course, especially if your course is a pre-requisite. The updated syllabus template includes some examples here as well.

Disclaimer: The Curriculum Committee has recently suggested including the following statement at the end of your syllabus: “Issues not addressed here or in other official course documents will be resolved according to the discretion of the course director.”

Course Schedule: Make sure to include, at minimum, the dates, topics and instructor of each class session. Consider including learning objectives on your course schedule (whether it is included in your syllabus or posted on Blackboard). This can be a powerful teaching and learning tool!

Remember: because of the contractual nature of the syllabus, you may not change course policies—particularly those related to grading—in any way that might disadvantage students, after the syllabus has been distributed to them.

For more information on this topic:
Judith Grunert’s “Components of a Learning-Centered Syllabus,” posted on the Faculty Blackboard or the Teaching & Learning website.

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You never get a second chance to make a first impression.

    The old adage “you never get a second chance to make a first impression” certainly holds true for the classes you teach! The first day of class may be the most important, setting the tone and expectations for the entire semester. When students enter a class for the first time, they want to learn as much as possible about the instructor and the nature and scope of the course so they can better anticipate the work requirements for the semester. There is much you can do on the first day to establish rapport, prepare students for the semester’s work, and generate excitement about the subject.

    What will I learn in this course and why should I care? Students want to understand the nature and scope of the course and how it relates to their future goals. One way to address this is to give them a sample of course content. A biochemistry professor might show a one minute YouTube™ video on enzyme-substrate interaction to introduce how the course relates to topics that students might view as more relevant, such as pharmacology or drug metabolism. A drug literature instructor might describe how a clinical study or meta-analysis negatively affected drug sales or usage, then explain how the course will allow them to critique literature and influence medication use, public opinion or health policy. A therapeutics instructor might start with a patient interview video-clip and/or case study, then discuss how the course will enable them to analyze patient information and recommend appropriate drug therapy. These techniques help relate the subject to students’ interests and goals, and demonstrate that you will use interesting teaching techniques and technologies (e.g. that yes, you know what YouTube is!).

    How does this course work? Many instructors devote the first class meeting to giving a general description of the course and its requirements, answering questions, then lecturing or dismissing the class early. But I if you plan to use active-learning strategies in class, the first day provides a great opportunity to demonstrate how this works and to set expectations for student participation. If you tell students the class is based on active-learning strategies, then lecture on the first day, students are less likely to participate later. This also is the day to clearly establish the “ground rules” for the course. Students will accept and abide by most rules and requirements as long as expectations are clear and consistent from the onset.

    Who are you? Students are curious about the teacher as a person and professional. Are you enthusiastic about your topic and teaching? Will you be reasonable and fair? Do you care about their individual success? These concerns can, and should, be addressed on first day. Your willingness to reveal something about yourself softens the hierarchy of the classroom and improves communication between you and your students. You can review elements of the syllabus that reveal your philosophy and interests or conduct “ice-breaking” activities to promote positive student attitudes and begin to learn student’s names. If you don’t feel comfortable talking about yourself in class, there are other ways to convey the information, such as distributing an abbreviated CV, or including a personal bio and/or teaching philosophy in your syllabus.

    In large classes like ours, students want to feel they are known and respected, not simply by PID or Onyen. Your ability to call upon students by name helps create a relaxed, respectful classroom atmosphere and enables you to stimulate discussion by asking students personally to express their points of view. It may also transform a group of isolated and anonymous individuals into a community of learners who cooperatively engage in the exploration of ideas and knowledge. There is a strong positive correlation between student perceptions that the instructor cares about them as individuals and positive course and instruction evaluations. Research also indicates that a positive attitude toward the course and instructor motivates students to work harder and achieve more.

    In summary, the first day of class affords a variety of opportunities to establish rapport with your students and to provide the kinds of information you and they want in that initial class. By meeting these needs, you can increase their motivation and achievement and enhance your own effectiveness.

For more information on this topic see:

• http://ctl.unc.edu/fyc1.html
• http://www.facit.cmich.edu/whats-on/archive.html (First Day of Class)

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Quick Tips for Designing a Learning -Centered Course

• Provide a clear rationale for the course. Clearly articulate what students should know and be able to do as a result of completing the course and how this can benefit them.
• Clearly define and delimit course content, based on the stated learning goals. You can’t cover your whole discipline in one course!
  Structure teaching and learning activities to require and promote student’s active participation in their learning
• Begin using active strategies on the first day; start small.
• Clarify procedures and discuss the appropriate behavior for students working in groups; provide a non-threatening environment.
• Experiment with and adapt various activities to find those that are most comfortable and workable for you and your students
• Be prepared to change course if a particular activity doesn’t work
• Be prepared to find out what students do not learn.