Evidence-based Teaching & Course Design
Monday, May 17 – Thursday, May 20, 2021,
Virtual Summer Institute In Evidence-Based Teaching and Course Design
The CIPhER Summer Institute is designed for educators from health science schools who are committed to improving the effectiveness of teaching, assessment, and course design in order to enhance student learning quality and success.
Through this intensive, interactive four-day institute, you will…
- Define powerful, evidence-based teaching and assessment techniques;
- Demonstrate transferable skills and knowledge to share and disseminate;
- Identify next steps for evaluating and disseminating your teaching practice;
- Develop strategies for leading/facilitating academic innovation; and
- Extend and enrich your professional network.
The University Of North Carolina Eshelman School Of Pharmacy is accredited by the Accreditation Council for Pharmacy Education as a provider of continuing pharmacy education. ACPE program 0046-9999-21-021-L04-P provides 11.25 contact hours of continuing pharmacy education credit. To receive CE credit, participants must verify attendance, and complete the evaluation form(s) of this program. Participants must provide their name, email address, NABP e-Profile ID, and date of birth (MMDD) to receive credit. Statements of credit can be viewed and printed in CPE Monitor in approximately 2 to 3 weeks. It is the participant’s responsibility to check CPE Monitor to verify credit has been uploaded. If credit is not shown please contact the provider. **No partial session credit will be given**
Location – Virtual through the use of the Whova, a virtual conferencing platform. You will be provided access to Whova after registration closes on May 7, 2021.
Fee — $300 per person for individuals, and $250 per person for institutional teams of 3 or more.
**To register an institutional team of 3 or more and obtain the discounted registration fee of $250 per participant please contact email@example.com prior to registration. Include the following information in your email: Institution name, address, and phone number and the name, email address, and phone number of each participant in your team. You will receive an individual coupon code via email to apply to your registration.
Clinical Professor Emeritus of Educational Innovation and Research and Executive Director Emeritus of CIPhER
Eshelman School of Pharmacy, The University of North Carolina at Chapel Hill
Tom Angelo, EdD, is a clinical professor emeritus of educational innovation and research at the UNC Eshelman School – where he also served until 2018 as founding Director of CIPhER – the Center for Innovative Pharmacy Education & Research.
Prior to UNC, Dr. Angelo had worked as a faculty member, faculty developer, and academic administrator in the United States, New Zealand, and Australia at institutions including Harvard University, the University of California at Berkeley, Boston College, the University of Miami, Victoria University of Wellington in New Zealand, and La Trobe University in Australia. He also directed six university educational development centers — four of which he founded — and twice served as an associate provost. He has consulted on teaching, learning, assessment, and curriculum design for nearly 300 educational institutions and 80 educational organizations – and delivered more than 90 higher education conference keynote addresses – in all 50 U.S. states and 20 other countries.
Author or co-author of four books and more than three dozen articles and chapters, Dr. Angelo’s best-known publication, Classroom Assessment Techniques: A Handbook for College Teachers, 2nd Edition, has over 100,000 copies in print. He is currently co-leading a tri-national research project to identify core concepts in pharmacy education.
Angelo has authored or co-authored four books and more than three dozen articles and chapters. His best-known publication, Classroom Assessment Techniques: A Handbook for College Teachers, 2nd Edition, coauthored with K. Patricia Cross, has more than 100,000 copies in print.
Gary Beck Dallaghan, PhD
Director of Educational Scholarship
School of Medicine, The University of North Carolina at Chapel Hill
Gary L. Beck Dallaghan, Ph.D., is the director of educational scholarship and research associate professor of pediatrics at the University of North Carolina School of Medicine in Chapel Hill. In this role, Dr. Beck Dallaghan conducts educational research for the School of Medicine, working with faculty and students on a variety of projects. Since taking this role in August 2018, he has published over 40 peer-review articles. Prior to that, he had spent over 20 years at the University of Nebraska College of Medicine where he was the director of the Office of Medical Education. He was also the assistant dean for medical education. Additionally, he has been the executive director of the Alliance for Clinical Education since 1997. In this role, he has helped publish three editions of the Guidebook for Clerkship Directors as well as edited Mind the Gap.
President, Team-Based Learning Collaborative
Clinical Associate Professor & Division Head, Community Based Pharmacotherapy
University of Florida College of Pharmacy
Michelle Farland received her Doctor of Pharmacy degree from the University of Pittsburgh School of Pharmacy. She completed a pharmacy practice residency at Shands Jacksonville Medical Center (now UF Health at Jacksonville) and a specialty residency in Ambulatory care/Primary care at the Virginia Commonwealth University Medical College of Virginia Hospitals. Dr. Farland joined the faculty of the University of Tennessee Health Science Center College of Pharmacy and was promoted to Associate Professor. She then joined the faculty of the University of Florida and currently serves as Division Head of Community-Based Pharmacotherapy. Her educational scholarship and research focuses on outcomes of team-based learning and personal and professional development. Dr. Farland currently serves as the president of the Team-Based Learning Collaborative (TBLC), and is a member of the American Association of Colleges of Pharmacy (AACP), and American College of Clinical Pharmacy (ACCP). Dr. Farland has served as a national speaker in the areas of diabetes, team-based learning, and situational judgement tests.
Director of CIPhER & Associate Professor of Educational Innovation and Research
Eshelman School of Pharmacy, The University of North Carolina at Chapel Hill
Jacqui McLaughlin, Ph.D., received her undergraduate degree in biological engineering from North Carolina State University, her master of science in biomedical engineering from the University of Memphis, and her doctorate in educational research and policy analysis from North Carolina State University. She spent one year as a postdoctoral fellow with the Office of Strategic Planning and Assessment (OSPA) at the UNC Eshelman School of Pharmacy before joining the School as an assistant professor in educational innovation and research. After serving the School as the director of OSPA, she was appointed director of CIPhER in 2018 and associate professor in 2019.
Currently, McLaughlin is involved in educational research that extends across the context of admissions, classroom engagement, experiential learning, and co-curricular activities.
Associate Professor of Educational Assessment & Outcomes
North Carolina State University College of Veterinary Medicine
Kenneth Royal received his PhD from the University of Kentucky and currently serves as Associate Professor of Educational Assessment & Outcomes in the College of Veterinary Medicine, Department of Clinical Sciences, at the North Carolina State University. His scholarship is dedicated to the broad study of education research and medical education. Royal is the author of more than 170 peer-reviewed articles, serves as editor-in-chief or associate editor of five academic journals, and reviews for more than 20 medical and education journals. Royal’s work has been featured on National Public Radio (NPR), Psychology Today, The Atlantic, and other nationally syndicated outlets. In 2017, he received a Distinguished Alumni Award from the University of Kentucky’s College of Education.
Royal began his research career specializing in measurement, statistics, assessment and evaluation. However, subsequent employment in the medical certification industry and academia resulted in his research interests evolving to also include general issues in medical education, such as educational policy, teaching and learning, educational psychology and faculty development. His recent educational research has led to innovations in research methodology, assessment techniques, and theory. In the field of veterinary medicine, his recent work has included national studies of Americans’ beliefs about animal afterlife, the public’s knowledge of potential pet toxins, and the development of a comprehensive wellness model to improve veterinary student health and learning environments. Currently, he is working on developing new techniques to simplify grading, enhance feedback mechanisms, and improve score validity, among other projects.
Michael Wolcott, PharmD, PhD
Director of Educational Resources and Scholarship
Adams School of Dentistry, The University of North Carolina at Chapel Hill
Michael D. Wolcott, PharmD, PhD, BCIDPS is the Director of Educational Resources and Scholarship at the University of North Carolina Adams School of Dentistry. In this role, he supports faculty to optimize teaching and learning, enhance their teaching experience, and inspire educational scholarship. He completed his PhD in education at the UNC School of Education specializing in the learning sciences and psychological studies. He received his Doctor of Pharmacy from the UNC Eshelman School of Pharmacy followed by a pharmacy practice residency at Duke University Hospital, where he worked as a clinical infectious diseases pharmacist. Michael is also a clinical assistant professor and faculty fellow in the Center for Innovative Pharmacy Education and Research (CIPhER) at the UNC Eshelman School of Pharmacy where he supports educational research initiatives within the School. Michael’s research focuses on creative problem-solving, curriculum change management, preceptor development, and assessment.
** Schedule Subject to Change
In May Institute Participants will receive an online survey re: their goals, interests & prior knowledge to inform final program planning.
|Time||Monday, May 17||Tuesday, May 18||Wednesday, May 19||Thursday, May 20|
|12:00-12:15 p.m. (9am PDT; 5pm BST)||Sprint 1 – Welcome and Overview Session||Sprint 2 – Overview and Warm Up Session||Optional Round Tables||Sprint 3 – Overview and Sprint Session|
|12:15-2:00 p.m.||Seminar 1 – Effective Course (Class) Design||Seminar 2 – Effective Teaching||Optional Round Tables||Seminar 3 – Effective Assessment|
|2:00-2:15 p.m.||Break||Break||Optional Round Tables||Break|
|2:15-3:45 p.m.||Workshop 1 – Design Thinking (Effective Course Design Applied)||Workshop 2 – Team-Based Learning (Effective Teaching Applied)||Optional Round Tables||Workshop 3 – SoTL (Effective Assessment Applied)|
|3:45-4:00 p.m.||Day 1 – Wrap Up||Day 2 – Wrap Up||Optional Round Tables||Summer Institute Wrap Up|