Classroom Teaching Development Program

This faculty development program focuses on developing the teaching and assessment skills for faculty involved in classroom teaching. 

1. Writing Learning Objectives: Learning objectives provide the foundation guiding the instructor with developing content and designing instructional strategy for classroom teaching.  Before planning a course curriculum or an individual teaching session, learn how to construct learning objectives that are useful to both instructors and students.
2. Effective Large Group Teaching: Learn strategies to make the material "stick", promoting long-term retention and enabling learners to take it with them out of the conference room and into practice.  Learning happens when the audience has to grapple with concepts, solve problems, and apply content to new situations.  This workshop focuses on promoting active learning strategies, scaffolding content, and designing "brain-friendly" teaching slides.
3. Interactive Teaching Strategies:  This workshop builds on active learning strategies with an emphasis on flipped teaching and case-based learning.  Learn how to design a flipped classroom and incorporate case-based learning to encourage student interaction and promote deep learning.
4. Effective Small Group Teaching:  Although often meant to be interactive, 1 teacher and less than 20 students can be an intimidating setting.  Learn strategies to engage all learners in discussion and the learning process.
5. Writing Test Questions for Basic and Clinical Sciences:  Although we acknowledge the limitations of multiple-choice questions, they remain the most frequent assessment tool in medical school.  Learn how to construct high quality questions that assess a broad range of skills.
   
   

Application 

Participation in the faculty development program is by an application process. We invite faculty of all specialties and academic rank to apply here. Applicants must commit to completing the entire faculty development series, including attendance and participation at group sessions.  This will likely require additional time and energy beyond your current role; however, participants will reap long-term benefits from having a vibrant community of support.   

Applications should include:

• Description of current roles in formal teaching activities (didactics, small group leader, course director, etc.)
• History of prior faculty development activities locally or nationally (courses or workshops)

Application submission is closed. Please contact Dorcas Beatty for more information.