Teaching Resources
CTEI is a GREAT Resource!
Ever wonder what people learn who visit CTEI for a consultation? Don’t take our word for it, let other faculty tell you what they learn how to do and how it affects their teaching! Click the images to hear testimonials!
Active Learning CTEI Workshop Resources
The resources below are session recordings and slide presentations from our Active Learning Bootcamp and the sessions offered during the summer of 2019. If you would like assistance or recommendations for teaching in the Rush Collaborative Learning Hub (CLUB) classrooms, please reach out to one of our Instructional Designers at CTEI@rush.edu.
Session Recording
Session Slide Presentation
Session Recording
Teaching Strategies for the Active Learning Classroom
Session Slide Presentation
Slide Deck: Teaching Strategies for the Active Learning Classroom
Session Recording
Collaborative Learning Hub (CLUB) Technology
Session Slide Presentation
Slide Deck: CLUB Technology
PDF Instructions for CLUB Technology
Room 450
How to Present to All Screens Using 450 AirMedia on a Laptop
How to Present to All Screens using 450 Apple TV on a MacBook Pro
How to Present to All Screens using 450 Apple TV using iPad/iPhone
How to Present to All Screens using 450 PC and Play a Video
How to Present to All Screens using 450 PC
How to Present to All Screens using North Side HDMI Connection
How to Present to All Screens using South Side HDMI Connection
How to Present to Cart Display Using the Cart AirMedia on an iPad/iPhone
How to Present to Cart Display using the Cart AirMedia on a Laptop
Additional Resources
Engaging students
- How to engage a new generation of college students
- 18 ways to engage the college classroom: Part I, Part II, and Part III
Active Learning strategies
If you are teaching in an active learning classroom (with furniture specifically designed for active learning, such as in AAC 1048), these resources will be helpful to you. It is not required to have furniture to use these techniques; however, the furniture does make it easier.
Steelcase created a helpful video about how to teach in an active learning classroom.
Team-based learning is one excellent way to utilize an active learning space. Teams are developed at the start of the semester and students remain in those teams throughout the semester. Students will eventually assess each other’s performance as a team member and assess their own performance as well.
- University of Texas site on active/group learning
- University of Texas video about group/team learning
Group/team-based learning and flipped classroom are very similar. Essentially you prepare content for your students in advance. The students learn the material on their own (or with their classmates) outside of class and come prepared to apply their learning to problems you give them.
Students should have a readiness test when they come into class so you know that they’ve prepared for the class session. That readiness test can be an individual test, or a combination of individual and team testing.
Video about the flipped classroom
- University of California-Berkeley information about active learning strategies that do not require completely re-doing curriculum
- Eric Mazur, from Harvard University, demonstrates some active learning in his Physics class. He also shares information about utilizing peer instruction.
- McGill University has a slightly different set up, but Rush might have something similar in the future. Check out what they’re doing with their active learning classroom.
Managing the classroom
- Faculty Focus series on effective classroom management
Most people who teach have never been taught the most effective ways of creating learning materials for their students. Here are some resources, broken up by category.
Presentations
- Saying Goodbye to Lectures in Medical School— Paradigm Shift or Passing Fad?
- How to improve your presentations
Instructor-created reading materials
Instructor-created videos
Activities & Assignments
What you have your students do should be the heart of your course. After all, they can learn the material from almost anywhere any more, and the real value in their education at Rush is what happens in the classroom, what they are doing with their learning, and their interactions with you and one another. For this section we’re going to focus on what’s happening in the class- traditional or virtual. Don’t be afraid to try something new like project-based learning. Encourage students to apply their knowledge often, and have them create something to show for it!
- Research: Team-based learning in health care education: Maintaining key design elements by Burgess & Mellis (2015)
- High quality PBL (project-based learning) meets mental health
- Faculty Focus: Could we be doing better with our assignments?
Another method of instruction includes problem-based learning. Students complete activities, assignments, and/or projects centered around a specific problem. The University of Delaware has a problem-based learning clearinghouse that’s searchable.
- Research: Problem-based learning in allied health and medicine
- What, how and why is problem-based learning in medical education?
Formative Assessments
- What is formative assessment and why use it? From Hunter College, SUNY
- Formative Assessment Strategies by Jay Rasmussen from Bethel College
Summative Assessments
For many faculty members in the healthcare fields, grades are dependent upon a student passing a final assessment. Oftentimes a course has several of them, all high stakes, and mostly all of them traditional, true-false, multiple-choice exams. While that is tradition, it doesn’t have to be the case for every assessment. Consider, instead, shorter, lower stakes formative assessments and infusing more authentic assessment within the course whenever feasible.
- Best practices in traditional test design
- Alternatives to traditional testing from the University of California Berkeley
- Multiple choice questions: Best practices from the University of South Florida
- Research: Designing authentic assessment: Strategies for nurse educators
- Authentic assessment: Simulation-Based Education