Teaching Fellows Research Articles

Versatile video assignment improves undergraduates’ learning and confidence

This mixed methods study examines an explanatory video assignment designed to operationalize contemporary theory about cognition, metacognition, and inclusive teaching. This project grew from a professional learning community of post-doctoral teaching fellows who were involved in course redesign as part of a campus-wide active learning initiative. A team of pedagogical experts, teaching fellows, and faculty designed this video assignment to increase opportunities for students to share their perspectives while practicing a powerful learning strategy. Instructional teams implemented different versions of the video assignment in three courses across two departments. An experimental research component isolated the impact of the assignment on learning and confidence, and a mix of quantitative and qualitative analyses provided evidence about students’ experiences with the assignment. We found that students expressed learning and confidence gains beyond those due to typical course activities. Qualitative evidence suggested that students experienced the assignment as valuable for their learning and that the assignment enhanced self-expression. The assignment was effective in both face-to-face and remote settings, implemented either as a course requirement or extra-credit option. This versatile video assignment presents a practical way to enrich the student experience.

팀티칭 보육교사의 교육과정운영 자율성과 동료교사의 사회적지지가 놀이지원역량에 미치는 영향

Objectives The purpose of this study is to examine the effect of team teaching childcare teachers' curriculum operation autonomy and fellow teachers' social support on play support competency. Methods To this end, a survey was conducted among 307 childcare teachers currently operating team-teaching classes at childcare centers in the Busan and Gyeongnam regions. The collected data were analyzed using SPSS 24.0, employing descriptive statistics, correlation analysis, and multiple regression analysis. Results First, team teaching childcare teachers' curriculum management autonomy averaged 4.09 on a 5-point scale, the social support from fellow teachers averaged 4.02, and the ability to support play averaged 4.16. Second, it was found that there are significant correlations between team teaching childcare teachers' curriculum operation autonomy, fellow teachers' social support, overall play support competency, and all its sub-factors. Third, the curriculum operation autonomy of team teaching childcare teachers and fellow teachers' social support explained 49.1% of cognitive competency, 44.1% of affective competency, and 57.7% of practical competency, which are sub-factors of play support competency. Common factors affecting these sub-factors included a child-centered play environment and interactions, collaboration and participation with families and the community, flexible daily routines, and evaluative support, with evaluative support being the most explanatory. Conclusions The meaningful play environment and interactions, along with reflective self-assessment by educators and recognition and praise from peers, indicate the potential for enhancing the play support capabilities of childcare teachers. Therefore, efforts to analyze and support the team-teaching environment of childcare teachers implementing revised educational curricula are necessary to enhance their play support capabilities.

Impacting elementary STEM teacher leadership identities

AbstractLearning science, technology, engineering, and mathematics (STEM) subjects starting at a young age helps prepare students for a variety of careers both inside and outside of the sciences. Yet, addressing integrated STEM in an elementary school setting can be challenging. Teacher leadership is one way to address this challenge. The purpose of this qualitative, descriptive case study is to understand how participation in the NebraskaSTEM Noyce Master Teaching Fellowship project impacted elementary STEM teacher leadership identities. Our findings suggest participation in the project contributed to different layers of teacher leadership identity (as a STEM learner, as a STEM teacher, and as a STEM teacher leader). These findings suggest professional development should be tailored to address empowering specific layers of STEM teacher leaders' professional identity. Other teacher leadership development projects may want to consider how to structure their projects to empower teachers based on the identities and experiences of those teachers.

Experiences as a clinical teaching fellow: interviews with clinical teaching fellows in the West Midlands

BackgroundThe majority of junior doctors in the UK do not proceed directly into specialty training after completing mandatory foundation training but instead take a year out of training. A common post undertaken during a year out of training is a clinical teaching fellow (CTF) role which is used to provide undergraduate medical student teaching. There is only a small amount of literature available regarding CTF posts, and very little of this explores experiences or reasons for taking up such as post. An understanding of the reasons why doctors are choosing to work as CTFs and what their experiences are in post will contribute to how the role is further developed and utilised within the NHS. This study aimed to explore the experiences of CTFs employed in the West Midlands at NHS hospital Trusts.MethodsCTFs working in Trusts in the West Midlands region registered as students on the Education for Healthcare Professionals Post Graduate Certificate course at the University of Birmingham in August 2019 and 2020 who were enrolled in a longitudinal study were invited to take part in an individual interview asking about their experiences as CTFs.ResultsNine CTFs participated in an interview. Five main themes were identified which related to their experiences in post and plans for future careers. Participants reported choosing to undertake a CTF role due to wanting a break from clinical work and having previously enjoyed delivering teaching. Positive experiences in post included lifestyle related benefits and self-development opportunities. Challenges identified with the role included the impact of COVID-19 and volume of students.ConclusionThis is the first study to use interview methodology to explore experiences of CTFs, and has provided a valuable insight into the experiences of those in post in the West Midlands region. Understanding why doctors chose this job and what their experiences are could help to further develop and refine the role. To guarantee demands for teaching staff are met those employing CTFs should be aware of reasons why doctors apply for the post and ensure the post remains a desirable option.

FP6.6 - Diagnosing the improvements required for enhancing the medical student ward round bedside teaching experience utilising a cohort of surgical teaching fellows

Abstract Aim After previously having mixed student feedback as a learning experience, our UK medical school have embedded a cohort of dedicated surgical teaching fellows into acute surgical ward rounds. Since this has happened, we aimed to further improve traditional Surgical Ward Round Bedside Teaching methods. Method Post event, retrospective, optional questionnaire formed of 5 Questions evaluated by a Likert scale and 2 open ended Questions. Presented to year 3, UK undergraduate medical students. Results 20 complete responses received. The majority of students strongly agreed that Surgical Ward Round Bedside Teaching sessions with dedicated fellows present were effective in enhancing clinical knowledge and skills. 90% strongly agreed that teaching fellows were engaging and approachable during Surgical Ward Round Bedside Teaching. Also 90% strongly agreed that they felt comfortable asking questions and seeking clarification during Surgical Ward Round Bedside Teaching sessions. However, only 60% strongly agreed that Surgical Ward Round Bedside Teaching sessions were well-organized and focused on relevant surgical/clinical cases. When asked ‘How could the bedside/Ward Round teaching sessions be improved?’ – Responses revolved around suggesting teaching in smaller groups, reminding wards/departments to expect students/clinical fellows, providing online resources or hand-outs before teaching, identifying teaching session objectives, and spend more time on history taking and examination sessions Conclusions The introduction of surgical teaching fellows has had a positive impact on the student Surgical Ward Round Bedside Teaching experience. There is still room for future refinement however and further enhancement strategies are in progress.

Faculty perceptions of the impact of professional development on online teaching practices

The COVID-19 pandemic prompted a global shift toward online education, underscoring the need for quality faculty professional development to support educators in designing and delivering effective online courses. This study explores the impact of professional development utilizing the Universal Design for Learning (UDL) framework on faculty’s pedagogical practices in online learning environments. The Online Teaching Fellows Program, a 14-week professional development series, engaged 20 graduate and undergraduate university faculty members from diverse disciplines (Engineering, Education, Law, Occupational Therapy, Nursing, Humanities, Social Science, Business, and Criminal Justice) in a collaborative exploration of UDL principles to create authentic and equitable learning experiences. Qualitative data collection included interviews, exit tickets, faculty professional development artifacts (CANVAS course sites), and researcher notes. Faculty were introduced to diverse teaching strategies, including effective online information presentation, collaboration facilitation, and online assessment enhancement. The study underscores the potential of UDL principles to promote equitable educational opportunities and create transformative spaces in higher education globally.

Extending higher education recognition programs through a dedicated post-award reflective practice tool

ABSTRACT Higher education professional recognition programs, which lead to the awarding of such accolades as teaching and learning fellowships, offer participants opportunities to reflect carefully on their practice. However, few resources exist to help participants engage in reflection after the award-receiving stage. This reflection is important in helping participants not rest on their laurels and, instead, build on the practices for which they received recognition. Through a process of collaborative reflection, a group of fellowship-recipients, from different disciplines and higher education institutions, addressed this gap as stakeholder-participant-researchers by developing a transdisciplinary approach to undertaking post-award reflective practice. From this collaboration, a novel two-stage tool was developed using an iterative design methodology. The tool presented in this paper as the result of this research can be understood as a means of supporting self-paced, continued post-award reflective practice; the tool’s first stage guides users through retrospective reflection, looking back on previous achievements, while the second stage leads users through anticipatory planning, looking towards the future, to achieve fresh goals. The tool thus deepens the reflective practice of recognition program awardees and supports their ongoing professional development. This paper reports on the development of this bespoke tool, which may be enacted in varied settings.

Proactively Addressing New Teacher Retention and Attrition During the Senior Year: A Comprehensive Course Redesign

After being named a 2022-2023 Georgia Governor’s Teaching Fellow, the author was asked to identify a course or a project that would be the focal point of his work during the year-long series of monthly symposia that constituted the program. The program enabled the author to conduct a comprehensive redesign of a relatively outdated course. The course, entitled EDEX 4334: Teachers as Leaders, was transformed into a relevant, real-world educational experience designed to address the issues of teacher attrition, retention, and burnout using activities designed to enhance the experience of undergraduate Special Education majors at Georgia College & State University. The result was a reimagined course that incorporated components addressing key issues facing new teachers such as navigating the hiring process, resume preparation, rehearsing the interview processes, handling Special Education IEPs and caseloads, managing paraprofessionals, supervisors, and colleagues, honing time management skills, and addressing self-care in order to prevent new teacher attrition and burnout.

Establishing A Scholarship of Teaching and Learning Fellows Program

Establishing A Scholarship of Teaching and Learning Fellows Program

Is it right to talk about patient safety rights?

John Tingle, Lecturer in Law, Birmingham Law School, University of Birmingham and Angela Eggleton, Teaching Fellow, Birmingham Law School, University of Birmingham, discuss some reports on patient rights.

Engaging teacher’s mental health self-care early through a trauma-informed microcredential

PurposeThe purpose of this study was to examine how beginning teachers’ participation in a microcredential based on trauma-informed classroom management and restorative discipline (TIMRD) practices might enhance their self-efficacy (SE), through an understanding of their own trauma response, its neurobiological basis and classroom interventions that focus on student wellness and teacher self-care.Design/methodology/approachUsing a single case study design, participants completed a pre- and post-assessment before and after completion of a TIMRD microcredential.FindingsA total of seven teaching fellows completed the microcredential process. Results indicate that the use of a microcredential for professional learning assisted with decreasing sense of burnout while increasing professional SE, SE related to classroom management and instructional strategies (ISs).Originality/valueNew teachers commonly struggle with a lack of professional efficacy for a variety of reasons, yet all teachers present with their own personal trauma. Increasing new teachers’ sense of resilience through addressing their own trauma and the impact of student trauma is integral to increasing teaching SE and reducing rates of burnout.

A BETTER LEADERSHIP COMPASS

AbstractMary Crossan is a Distinguished University Professor and Professor of Strategic Leadership at the Ivey Business School, Western University. Corey Crossan is a research and teaching fellow at The University of Oxford with The Oxford Character Project. Bill Furlong is an executive in residence at the Ivey Business School, and a co‐founder with Mary Crossan of Leader Character Associates Inc. In this article, “the story we tell is about a paradigm shift to elevate character alongside competence in our work and our lives as a foundation for transformation.” Their Figure 1, the Leader Character Framework, depicts judgment in the middle, while radiating out are the terms (with brief explanations), transcendence, drive, collaboration, humanity, humility, integrity, temperance, justice, accountability, and courage. These terms are further delineated in the extensive Virtues and Vices Index Table 1. They also present a variety of character‐related questions, which in their words include: Are we operating at the highest level of understanding how character influences our well‐being and sustained excellence? Do we believe we can change? Does our lifestyle enable us to change our character? Do your peers enable or undermine your character? Do the cultural norms of your organization and society enable or undermine your character?

Communication Course Teaching Fellows How to Address in the Moment Patient/Family Explicit Bias Toward Clinicians

Communication Course Teaching Fellows How to Address in the Moment Patient/Family Explicit Bias Toward Clinicians

Documenting and Activating Educational Leadership and Authentic Teaching

This essay describes two integrated projects initiated by the 2020 3M National Teaching Fellowship Award (NTF) cohort on educational leadership and the role of authenticity among exemplary teachers, as presented at STLHE 2022. A thematic analysis of 3M NTF award-winning dossiers identified six prevalent traits characteristic of educational leaders: innovation, persistence, responsiveness, reflectiveness, curiosity, and positive opportunism. The analysis also revealed aspects of educational leadership in practice, including being committed to a cause, being action-oriented, being community-engaged, being multi-disciplinary, building bridges, freely sharing, trailblazing, and using applied methods. Educational leaders’ relationships with others tended to foreground elements of collaboration, empowerment, support, and mentorship, and their actions had an impact beyond their own classrooms or institutions. In the second project, qualitative interviews with cohort members articulated ways in which authentic teaching is expressed by educational leaders. The actions of authentic teachers were viewed as influential and inspiring, and based on their actions authentic teachers tended to be recognized as instruments of change. These results were shared in an interactive workshop at STHLE 2022, which discussed how educational leadership is currently framed in higher education, and guided participants in self-reflection as educators and leaders to formulate calls to action involving educational leadership and authentic teaching.

Shared Space: promoting teachers’ academic understanding of inter-religious dialogue through a teacher fellowship model for religious education (RE)

We report on the design of a close-to-practice research project situated in Southwest England exploring the relationship between developing teachers’ ‘powerful knowledge’ of inter-religious dialogue in religious education (RE) through a teacher fellowship model for RE specialists, including a specialist curriculum development programme and co-constructed evaluation of an intervention seeking to promote ‘warmer’ community relations. This current phase of the ‘Shared Space’ project combines insight from two existing subject-specific knowledge exchange projects—undertaken by us—with a Teacher Fellowship approach to pedagogical and curriculum knowledge development pioneered by the Historical Association, and an emerging one, ‘After RE’. The current Shared Space project addresses two established concerns in RE that are not normally connected: (1) the lack of rigorous subject knowledge held by RE teachers in England; (2) the assumption that good RE in schools can promote community relations, a widely accepted assumption hitherto without much evidence to support it. Here we set out a justification for the project and the form it will take, based on established Shared Space principles of how best to support in-service teachers’ ongoing professional development through knowledge exchange with academics, mindful of equal power relations. While appreciating aspects of the notion of ‘powerful knowledge’ on which ‘theory-rich’ Teacher Fellowships have been based, we cite thinking from the emerging After RE project to suggest a modified theoretical framework for our investigation which will innovate methodologically when evaluating its impact in partnership with teacher participants.

The Clinical Teaching Fellow role: exploring expectations and experiences

BackgroundMany UK junior doctors are now taking a year out of the traditional training pathway, usually before specialty training, and some choose to work as a clinical teaching fellow (CTF). CTFs primarily have responsibility for delivering hospital-based teaching to undergraduate medical students. Only a very small amount of literature is available regarding CTF posts, none of which has explored why doctors choose to undertake the role and their expectations of the job. This study aimed to explore the expectations and experiences of CTFs employed at NHS hospital Trusts in the West Midlands.MethodsCTFs working in Trusts in the West Midlands region registered as students on the Education for Healthcare Professionals Post Graduate Certificate course at the University of Birmingham in August 2019 took part in a survey and a focus group.ResultsTwenty-eight CTFs participated in the survey and ten participated in the focus group. In the survey, participants reported choosing a CTF role due to an interest in teaching, wanting time out of training, and being unsure of which specialty to choose. Expectations for the year in post were directly related to reasons for choosing the role with participants expecting to develop teaching skills, and have a break from usual clinical work and rotations. The focus group identified five main themes relating to experiences starting their job, time pressures and challenges faced in post, how CTF jobs differed between Trusts, and future career plans. Broadly, participants reported enjoying their year in a post at a mid-year point but identified particular challenges such as difficulties in starting the role and facing time pressures in their day-to-day work.ConclusionThis study has provided a valuable insight into the CTF role and why doctors choose a CTF post and some of the challenges experienced, adding to the sparse amount of literature. Understanding post holders’ experiences may contribute to optimisation of the role. Those employing CTFs should consider ensuring a formal handover process is in place between outgoing and incoming CTFs, having a lead person at their Trust responsible for evaluating changes suggested by CTFs, and the balance of contractual duties and personal development time.

Interactive training workshop to improve prostate mpMRI knowledge: results from the ESOR Nicholas Gourtsoyiannis teaching fellowship

PurposeProstate MRI is established for the investigation of patients presenting with suspected early prostate cancer. Outcomes are dependent on both image quality and interpretation. This study assessed the impact of an educational intervention on participants’ theoretical knowledge of the technique.MethodsEighty-one clinicians from two centers with varying experience in prostate MRI participated. Baseline knowledge was assessed with 10 written and image-based multiple-choice questions (MCQs) prior to a course including didactic lectures and hands-on interactive workshops on prostate MRI interpretation. Post-course, participants completed a second 10-question MCQ test, matched by format, themes, and difficulty, to assess for any improvement in knowledge and performance. Results were assessed using the Wilcoxon rank sum test, and the Wilcoxon signed-rank test for paired data.ResultsThirty-nine participants, including 25/49 (51.0%) and 14/32 (43.8%) at each center completed both assessments, with their results used for subsequent evaluation. Overall, there was a significant improvement from pre- (4.92 ± 2.41) to post-course scores (6.77 ± 1.46), p < 0.001 and at both Copenhagen (5.92 ± 2.25 to 7.36 ± 1.25) and Toronto (3.14 ± 1.51 to 5.71 ± 1.20); p = 0.005 and p = 0.002, respectively. Participants with no prostate MRI experience showed the greatest improvement (3.77 ± 1.97 to 6.18 ± 1.5, p < 0.001), followed by intermediate level (< 500 MRIs reported) experience (6.18 ± 1.99 to 7.46 ± 1.13, p = 0.058), then advanced (> 500 MRIs reported) experience (6.83 ± 2.48 to 7.67 ± 0.82, p = 0.339).ConclusionsA dedicated prostate MRI teaching course combining didactic lectures and hands-on workshops significantly improved short-term theoretical knowledge of the technique for clinicians with differing levels of experience.Critical relevance statementA dedicated teaching course significantly improved theoretical knowledge of the technique particularly for clinicians with less reporting experience and a lower baseline knowledge. The multiple-choice questions format mapped improved performance and may be considered as part of future MRI certification initiatives.Key points• Prostate MRI knowledge is important for image interpretation and optimizing acquisition sequences.• A dedicated teaching course significantly improved theoretical knowledge of the technique.• Improved performance was more apparent in clinicians with less reporting experience and a lower baseline knowledge.Graphical

Undergraduate medical education at a district general hospital: facilitating the transition from student to medical professional

Background: The transition from student to medical professional represents a major challenge for all medical students. Every intake of newly qualified doctors increases potential risks to patients. In the UK, this is often colloquially referred to as the ‘August Effect’. At one District General Hospital, a ‘Ward-Craft and Bleep Simulation Programme’ was implemented for final year medical students. This aimed to equip students with the procedural knowledge and soft skills to support the transition from undergraduate training to professional working life as a junior doctor. Methods: A series of six, weekly, two-hour workshops which focussed on common clinical problems encountered by newly qualified doctors was delivered to final year medical students (‘Ward-Craft Programme’). Students then participated in a two-hour high fidelity, in-situ, ‘Bleep Simulation Programme. The programme was facilitated by a Clinical Teaching Fellow and evaluated through an anonymous feedback survey Results: 98.9% of students (n=259) agreed, or strongly agreed, that the programme helped them feel more prepared and confident for life as a junior doctor. Participants provided overwhelmingly positive feedback, specifically noting that the programme addressed feelings of confusion, anxiety, and the feeling of being overwhelmed by the work of junior doctor. Conclusions: The Ward-Craft and Bleep Simulation Programme has been positively received by medical students from universities with very different types of learning styles and courses. The replication of similar programmes for final year medical students is a valuable training opportunity for final year medical students and may help mitigate the challenges posed by the ‘August effect’.

Review: Diminished Faculties: A Political Phenomenology of Impairment, by Jonathan Sterne

Book Review| June 01 2023 Review: Diminished Faculties: A Political Phenomenology of Impairment, by Jonathan Sterne Jonathan Sterne. Diminished Faculties: A Political Phenomenology of Impairment. Durham, NC: Duke University Press, 2022. 304 pages. Michele Friedner, Michele Friedner University of Chicago Michele Friedner is an associate professor in the Department of Comparative Human Development at the University of Chicago. Email: michelefriedner@uchicago.edu Search for other works by this author on: This Site PubMed Google Scholar Ailsa Lipscombe Ailsa Lipscombe Ailsa Lipscombe Victoria University of Wellington Ailsa Lipscombe is a post-doctorate research fellow in the School of Information Management, and a teaching fellow in the Department of Music, at Te Herenga Waka—Victoria University of Wellington. She holds a Ph.D. in music from the University of Chicago, and her research draws together sound studies, ethnomusicology, and critical disability studies to amplify disabled knowledge and/or embodied forms of listening praxes. Email: ailsa.lipscombe@vuw.ac.nz Search for other works by this author on: This Site PubMed Google Scholar Email: michelefriedner@uchicago.edu Email: ailsa.lipscombe@vuw.ac.nz Journal of Popular Music Studies (2023) 35 (2): 119–122. https://doi.org/10.1525/jpms.2023.35.2.119 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation Michele Friedner, Ailsa Lipscombe; Review: Diminished Faculties: A Political Phenomenology of Impairment, by Jonathan Sterne. Journal of Popular Music Studies 1 June 2023; 35 (2): 119–122. doi: https://doi.org/10.1525/jpms.2023.35.2.119 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentJournal of Popular Music Studies Search First things first: we write this review as disabled ethnographers working in the field of sound studies. Michele Friedner is a deaf anthropologist who writes about deafness in India and overlaps with sound studies, deaf studies, and disability studies. Ailsa Lipscombe is a blind ethnomusicologist who writes about traumatic listening, hospital acoustemologies, and intersections between sound studies and disability studies. This review draws from a Zoom conversation we had while Ailsa ran a scheduled nutrition infusion through her peripherally inserted central catheter (PICC) line, which she affectionately calls “Piccadilly the Third,” and Michele attempted to ignore her child, who kept on asking for a snack. We utilize a conversational style in this review of Diminished Faculties, Jonathan Sterne’s multi- and inter-disciplinary text written in the form of five substantive chapters and a conclusion that is a whimsical “user’s guide” to impairment theory. The book’s first chapter, “Degrees of Muteness” introduces... You do not currently have access to this content.

Promoting University Teacher Resilience through Teaching Philosophy Development

Teaching in today’s complex and competitive university environment has become increasingly demanding as teachers try to respond to the stress and burnout negatively impacting their work performance. In this environment, it is more important than ever that university teachers build resilience to overcome stress and burnout and continue a career-long commitment to teaching effectiveness. The initial phase of this research systematically identified 39 empirical studies of school teacher resilience, and seven studies of university teacher resilience, to identify key resilience-building factors. The second phase, in-depth interviews, probed nine Australian and seven Canadian university teaching Fellows about their writing of their teaching philosophy. A close review of the outcomes of each phase prompted recognition of the similarity of resilience-building factors reported in the resilience literature and the benefits of developing a teaching philosophy reported by the university teaching Fellows. The similarities suggest that the benefits of developing a teaching philosophy could contribute to building university teacher resilience.