Instructor's Guide Research Articles

A Brief Quadrivium by Peter Ulrickson and Teaching the Quadrivium: A Guide for Instructors by Peter Ulrickson

A Brief Quadrivium by Peter Ulrickson and Teaching the Quadrivium: A Guide for Instructors by Peter Ulrickson

An Instructor's Guide to Including Traditional Ecological Knowledge in the Undergraduate Biology Classroom.

Indigenous students are underrepresented in science, and the exclusion of Indigenous knowledge from Western education may be a contributor. Recently, Indigenous and non-Indigenous researchers have called for a better integration of Indigenous knowledge systems into Western science. One suggestion from the literature is to integrate Traditional Ecological Knowledge (TEK), or the diverse intimate knowledges and practices that relate to the environment that are commonly held by Indigenous peoples around the world, into our classrooms. However, this approach can be daunting and unfamiliar for undergraduate biology instructors, and they may be hesitant to attempt to include TEK in their classrooms. In this essay, we summarize practical suggestions and caution from the literature on how to include TEK in biology courses for instructors who are interested in increasing Indigenous student belonging using this approach. Suggestions include exploring other ways of knowing, teaching holistically, establishing a classroom culture of respect, explicitly including TEK, consulting Indigenous experts, incorporating Indigenous languages, and using other evidence-based teaching practices. Implementing these practices in biology classrooms may be messy, but engaging in this difficult process is important as we strive for more inclusivity in biology education. We end the essay with suggestions for future research.

Self-Care for New and Student Nurses Companion Instructor's Guide and Workbook

Self-Care for New and Student Nurses Companion Instructor's Guide and Workbook

Supporting Engagement in Metamodeling Ideas in General Chemistry: Development and Validation of Activities Designed Using Process Oriented Guided Inquiry Learning Criteria

Metamodeling ideas move beyond using a model to solve a problem to consider the nature and purpose of a model, such as reasoning about a model’s empirical basis and understanding why and how a model might change or be replaced. Given that chemistry relies heavily on the use of models to describe particulate-level phenomena, developing sophisticated ideas about models reflects a critical competency for undergraduate students in chemistry courses. Here we describe a set of collaborative learning activities developed using the design criteria for process oriented guided inquiry learning. The activities were designed to use general chemistry topics as a context to engage students in the metamodeling ideas: model changeability, model multiplicity, evaluation of models, and process of modeling. In addition to learning relevant content (gas laws, nuclear chemistry, orbitals, colligative properties, equilibrium, chemical kinetics), each activity provides opportunities to reason about the nature of models, including mathematical models such as equations and graphs. As a practical consideration, the complete activities and instructor guides are provided as editable files.

A simple capacitive proximity sensor experiment for exploring the effects of body capacitance and earth ground

Capacitive proximity sensors are well-suited for educational projects due to their low cost and simple design. Traditional undergraduate textbooks and lab exercises rarely highlight the fact that the performance of capacitive proximity sensors can be quite sensitive to ground loading. This paper presents a simple classroom demonstration for exploring this topic in detail. The capacitive proximity sensor for this demonstration is a hand-held LCR meter connected to a homemade capacitor composed of two strips of aluminum foil. Students explore the operation of this sensor for two different system ground configurations. In the first case the LCR meter is battery powered (floating ground referenced) and in the second case the LCR meter is powered by AC mains supply (earth ground referenced). When a student positions their hand near the foil strips, the battery-powered sensor measures an increase in capacitance. Conversely, the AC-mains-powered sensor measures a decrease in capacitance. The instructor guides students to discover for themselves the reason for this seemingly puzzling difference by modeling parasitic capacitance and ground loading using simple circuit models.

Character Formation in Online Education: A Guide for Instructors, Administrators, and Accrediting Agencies

Character Formation in Online Education: A Guide for Instructors, Administrators, and Accrediting Agencies

A “Close” Look at Linear Approximations

Approximation is a concept that underpins many big ideas in calculus. Students approximate the slope of a tangent line using secant-line slopes and eventually evaluate limits of those approximations. Linear approximation has uses in differential calculus. To help my students understand linear approximation, I adapted an activity from the Instructor's Guide for Stewart's Calculus (Shaw 2015). Students construct multiple representations of four functions and analyze each function's behavior near the origin using Desmos® (Desmos Graphing Calculator 2016) or similar technology, for better visualization.

The Unreal Administrator: Lessons and Challenges from Poems, Novels, Movies, Television, and Other Stuff & An Instructor's Guide to the Unreal Administrator

Reviewed by Iryna Illiash

Gender Shrapnel in the Academic Workplace by Ellen Mayock

Reviewed by: Gender Shrapnel in the Academic Workplace by Ellen Mayock Annabel Martín Mayock, Ellen. Gender Shrapnel in the Academic Workplace. New York: Palgrave-MacMillan, 2016. 244 pp. ISBN: 978-11-3751-462-2. ISBN: 978-11-3750-830-0 (eBook). Ellen Mayock's most recent book, Gender Shrapnel in the Academic Workplace is an extraordinary example of the ways good cultural "reading" translates into a roadmap for social change. A distinguished feminist scholar working in the fields of Hispanism and Gender Studies, Professor Mayock's professional and scholarly trajectory make her monograph noteworthy for it is the product of the insights of a scholar with academic expertise in the study of literature and the arts who uses that training to analyze the abuse of power in the academic workplace. The strength of this study stems from its interdisciplinarity. Being an acute reader of texts, Mayock offers her skills as an experienced and insightful analyst to study the complexity underlying the world of letters and the text of the academic workplace. Furthermore, she does so with a feminist eye. Mayock pays special attention to how power is embodied intersectionally (a site where gender, race, and class variables compete for harm) and experienced in daily life, hence her magically weaving together of discussions on the theory of power with life stories (many times personal) of academics and staff reflecting upon situations of harassment, sexual abuse, power, privilege, or silencing at their jobs. Trained to look for hidden meaning, for the reasons behind language, for the power of metaphor, there is no better background than that of the sensitive and well-equipped literary and gender studies scholar for looking deeply into the textual arrangements and disarray of the academic workforce, for the "gender shrapnel" that imbues the day to day work experiences of many. Mayock does not conceive the academic workplace as a fierce battleground. Instead, she looks at the micropolitics of power and tries to point out the harmful repercussions these inequities have for those under its influence and for the institutions at large. Gender Shrapnel is divided into five parts: (I) Gender Shrapnel (3 chapters), (II) Gender Problems in the Workplace (5 chapters), (III) Solutions (6 chapters and 4 sample training sessions), (IV) Case Studies in Gender Shrapnel (1 chapter), (V) Clearing the Shrapnel (1 chapter), and an Appendix (Instructor's Guide). The book is interdisciplinary as it combines gender theory, legal scholarship, management studies, and domestic violence literature to fully understand the operation of power and its effects on individuals and institutions. The author begins with the book's methodological framework, definitions of guiding terms like "gender shrapnel," [End Page 200] "professional mystique," or the "tempered radical," and makes sure that readers understand this logic of power in our twenty-first century context by providing real-life stories that give texture and meaning to the more abstract discussions of gender-based power dynamics in the academic environment. Mayock tackles issues of harassment, violence, and silencing head on, and points to the cultural presuppositions that go unspoken in hiring, training, and promotion; preconceptions that do little to break through "the proverbial class ceiling" (14), or that "intricate web of authority, privilege, and social networking" (61) that favors so few. Finally, the author offers a set of best practices for upper-level administrators, basic training principles for staff and faculty, and eight case studies that illustrate the different ways gender shrapnel comes to life in our academic spaces. This reader most enjoyed Mayock's cultural and gender analyses and her attempt at redefining a new subject in today's academic environment. Perhaps the most dazzling of her arguments comes from the insights she finds in the process of the "feminization" of academic work and educational spaces. Feminization refers to two very different strands of thinking and realities: on the one hand, there is a numerical predominance of women in higher education at all levels (students, faculty, staff) thanks to the fruit of 1960s and 1970s activism and Title IX or equal opportunities in education (24). This change should translate into a greater sensitivity towards the obstacles in place (from sexual violence and harassment to subtle cultural "shrapnel-like" prejudices) that...

How to Assess Your CURE: A Practical Guide for Instructors of Course-Based Undergraduate Research Experiences.

Integrating research experiences into undergraduate life sciences curricula in the form of course-based undergraduate research experiences (CUREs) can meet national calls for education reform by giving students the chance to “do science.” In this article, we provide a step-by-step practical guide to help instructors assess their CUREs using best practices in assessment. We recommend that instructors first identify their anticipated CURE learning outcomes, then work to identify an assessment instrument that aligns to those learning outcomes and critically evaluate the results from their course assessment. To aid instructors in becoming aware of what instruments have been developed, we have also synthesized a table of “off-the-shelf” assessment instruments that instructors could use to assess their own CUREs. However, we acknowledge that each CURE is unique and instructors may expect specific learning outcomes that cannot be assessed using existing assessment instruments, so we recommend that instructors consider developing their own assessments that are tightly aligned to the context of their CURE.

Understanding Functional and Divisional Organizational Structure

Most management students have had limited exposure to issues concerning organizational structure. This exercise offers a brief in-class experience of the differences of working in a functional structure versus a divisional structure. The instructor guides students to think about certain events, or challenges, confronting their simulated organization. Some of these challenges are best handled by a functional organizational structure, while others are much more taxing if organized that way. Conversely, a divisional organization can produce agile responses to certain initiatives but poses difficulties in coordinating across multiple divisions. Students can begin to sense how structure exerts a major influence on decision making.

Digestive System: A Team-Based Learning Module for Histology

Abstract Introduction Team-based learning (TBL) is an instructional strategy that promotes greater student engagement in the classroom. In TBL, scheduled class time is not used for lecturing. Rathe...

American secularism: cultural contours of nonreligious belief systems

A rapidly growing number of Americans are embracing life outside the bounds of organized religion. Although America has long been viewed as a fervently religious Christian nation, survey data shows that more and more Americans are identifying as religious. There are more non-religious Americans than ever before, yet social scientists have not adequately studied or typologized secularities, and the lived reality of secular individuals in America has not been astutely analyzed. American Secularism documents how changes to American society have fueled these shifts in the non-religious landscape and examines the diverse and dynamic world of secular Americans. This volume offers a theoretical framework for understanding secularisms. It explores secular Americans' thought and practice to understand secularisms as worldviews in their own right, not just as negations of religion. Drawing on empirical data, the authors examine how people live secular lives and make meaning outside of organized religion. Joseph O. Baker and Buster G. Smith link secularities to broader issues of social power and organization, providing an empirical and cultural perspective on the secular landscape. In so doing, they demonstrate that shifts in American secularism are reflective of changes in the political meanings of in American culture. American Secularism addresses the contemporary lived reality of secular individuals, outlining forms of secular identity and showing their connection to patterns of family formation, sexuality, and politics, providing scholars of religion with a more comprehensive understanding of worldviews that do not include traditional religion. Data Analyses Appendix Instructor's Guide

The Instructor's Guide for Promoting Presenter Empowerment Actions and Evaluating Presenters During Patient− and Family-Centered Rounds

Abstract Introduction Medical students and interns are essential communicators during patient− and family-centered rounds. While specific behaviors of excellent senior residents, attendings, and nu...

Using the Sexual Orientation Counselor Competency Scale (SOCCS) in Mental Health and Healthcare Settings: An Instructor's Guide

Abstract Across the developmental spectrum, lesbian, gay, bisexual, and transgender (LGBT) individuals experience disproportionate levels of serious psychosocial problems and health disparities. Ev...

A Self-Guided Instructional Presentation: Fabrication of a Custom Tray for Fixed Prosthodontics

Abstract This publication includes all materials for a self-guided session on the fabrication of a custom tray. This resource includes an Instructor's Guide, a Student Guide, and a 36-slide PowerPo...

My Beautiful Hair

Abstract Introduction This is a problem-base-learning (PBL) teaching case intended for first-year medical school human gross anatomy during the course of anatomical dissection and discussion sessio...

Toxic Ingestion: Anion Gap Metabolic Acidosis Caused by Acute Salicylate Ingestion

OPEN ACCESSSeptember 26, 2014Toxic Ingestion: Anion Gap Metabolic Acidosis Caused by Acute Salicylate Ingestion Jennifer Mitzman, MD, Mary Wittler, MD Jennifer Mitzman, MD Wake Forest School of Medicine of Wake Forest Baptist Medical Center Google Scholar More articles by this author , Mary Wittler, MD Wake Forest School of Medicine of Wake Forest Baptist Medical Center Google Scholar More articles by this author https://doi.org/10.15766/mep_2374-8265.9893 SectionsAbout ToolsDownload Citations ShareFacebookTwitterEmail Abstract Introduction: This educational resource provides information and materials for a simulation case suitable for resident physicians in emergency medicine. The scenario has been used at our institution for the past year. Participants have included medical students, emergency medicine and general pediatrics residents in years 1-3 of postgraduate education, and pediatric emergency medicine fellows in years 4-6 of postgraduate education. Methods: This simulation involves a patient presenting to an emergency department with an anion gap metabolic acidosis secondary to acute salicylate ingestion. Evaluation in the emergency department reveals a tachycardic, tachypneic patient who requires aggressive fluid resuscitation. The patient also requires alkalinization with bicarbonate to halt the progression of the acidosis. Ultimately, levels obtained should prompt learners to admit the patient to the intensive care unit for dialysis. The case has been used with small groups of two to four learners in each session. Debriefing materials are provided to illustrate key concepts in recognition of anion gap metabolic acidosis and to stimulate discussion of the important treatment steps in acute salicylate ingestion. Typical timing for the case is approximately 20 minutes for the simulation and 20 minutes for debriefing. Results: Testing of this scenario has been accomplished via repetition with various learners. While this educational case has been used for simulation sessions as part of the didactic component of our residency and fellowship, it has not been validated as a formal assessments tool for evaluation of clinical competency. Discussion: Implementation of this case requires significant resources: a high-fidelity patient simulator, appropriate environment, medical equipment, and personnel to provide the educational experience for learners. The case requires one faculty or staff member capable of running the simulator and one faculty member with the required clinical expertise to facilitate the case and conduct the debriefing and educational session. We have used this case primarily for resident physician education in pediatrics and emergency medicine, as well as for fellows in pediatric emergency medicine. Medical students have participated at times in supporting provider roles but not as team leaders given the degree of difficulty of this case. Educational Objectives By the end of this simulation, learners will be able to: Demonstrate recognition of acute salicylate toxicity.Identify the need for fluid resuscitation.Interpret arterial blood gas and recognize acid-base disturbance.Understand the need to begin alkalinization and initiate bicarbonate. Sign up for the latest publications from MedEdPORTAL Add your email below FILES INCLUDEDReferencesRelatedDetails FILES INCLUDED Included in this publication: Instructor's Guide Aspirin Case.docx Simulation Template Acute Salicylate Ingestion.docx Appendix A Aspirin Case Labs and Imaging.ppt Appendix B Aspirin Debriefing Tool.pptx Appendix C Aspirin Case Evaluation Form.doc To view all publication components, extract (i.e., unzip) them from the downloaded .zip file. Download editor’s noteThis publication may contain technology or a display format that is no longer in use. CitationMitzman J, Wittler M. Toxic Ingestion: Anion Gap Metabolic Acidosis Caused by Acute Salicylate Ingestion. MedEdPORTAL. 2014;10:9893. https://doi.org/10.15766/mep_2374-8265.9893 Copyright & Permissions© 2014 Mitzman and Wittler. This is an open-access publication distributed under the terms of the Creative Commons Attribution-NonCommercial-Share Alike license.KeywordsEatingAcute PoisoningEditor's ChoiceSalicylatesIngestion Disclosures None to report. Funding/Support None to report. Loading ...

"Instructor's Guide" to "Anthropology Explored, 2nd ed.": A Sample Excerpt

"Instructor's Guide" to "Anthropology Explored, 2nd ed.": A Sample Excerpt

Diagnosis Coding for Clinicians: Core Knowledge and Transition to ICD-10

OPEN ACCESSJune 18, 2014Diagnosis Coding for Clinicians: Core Knowledge and Transition to ICD-10 Davoren Chick, MD, Margie Andreae, MD Davoren Chick, MD University of Michigan Medical School Google Scholar More articles by this author , Margie Andreae, MD University of Michigan Medical School Google Scholar More articles by this author https://doi.org/10.15766/mep_2374-8265.9823 SectionsAbout ToolsDownload Citations ShareFacebookTwitterEmail Abstract Introduction: Graduate medical education programs and academic health systems have long struggled with providing sufficient training in the regulatory and business aspects of health care. Needs assessments confirm that medical students, medical residents, surgical residents, and faculty all rank the topic of billing and coding as an area of curricular need. Indeed, data demonstrates that incorrect coding by academic medical center learners leads to large financial losses and that educational content is needed to address the financial needs of academic institutions. Nationally, internal medicine curricular milestones have recognized the understanding of coding and reimbursement principles as a curricular milestone toward development of competence in systems-based practice. Superimposed upon these chronic concerns, the national transition to ICD-10 coding increases the need for immediately available teaching content on the importance of diagnosis coding. Methods: In response, Diagnosis Coding for Clinicians: Core Knowledge and Transition to ICD-10 provides succinct educational content that can be individually reviewed by graduate medical and continuing medical learners. The content is specifically designed to assist training programs and learners with the transition to ICD-10 coding in a manner that supports accurate and specific medical coding practices. The content is provided as an interactive audiovisual presentation that automatically launches on standard personal computers or handheld devices. The presentation can be loaded on learning management systems or provided on a training website. An accompanying examination may be used to document minimum knowledge achievement for inclusion in a learning portfolio. Results: Diagnosis Coding for Clinicians: Core Knowledge and Transition to ICD-10 is now mandatory for all billing physicians, house officers, and midlevel providers at the University of Michigan Health System, where each mandated learner must pass a content exam with a minimum 80% correct score. Discussion: The content has been peer-reviewed and approved by a series of physician leaders, hospital executives, and coding specialists at the University of Michigan Health System. Focus groups of learners have found the information clear, relevant, appropriately succinct, and engaging. Educational Objectives By completion of this module, learners will be able to: Describe the origins and uses of diagnosis codes.Acknowledge financial, clinical, and reporting implications of diagnosis code selection.Acknowledge clinical documentation implications of the national transition to the ICD-10 code system.Describe the medical necessity rule.Describe the origins and uses of service codes. Sign up for the latest publications from MedEdPORTAL Add your email below FILES INCLUDEDReferencesRelatedDetails FILES INCLUDED Included in this publication: Instructor's Guide Diagnosis Coding.pdf Diagnosis Coding For Clinicians Folder Exam Diagnosis Coding.docx To view all publication components, extract (i.e., unzip) them from the downloaded .zip file. Download editor’s noteThis publication may contain technology or a display format that is no longer in use. CitationChick D, Andreae M. Diagnosis Coding for Clinicians: Core Knowledge and Transition to ICD-10. MedEdPORTAL. 2014;10:9823. https://doi.org/10.15766/mep_2374-8265.9823 Copyright & Permissions© 2014 Chick and Andreae. This is an open-access publication distributed under the terms of the Creative Commons Attribution-NonCommercial-Share Alike license.KeywordsICD-10-CMBusinessComplianceICD-10-PCSCommerceCodingInternational Classification of DiseasesDiagnosis CodingBillingICD-10Clinical CodingSystems-Based PracticeICD Disclosures None to report. Funding/Support None to report. tabs.loading