LEWIS COLLEGE TEACHER SCHOLAR ACADEMY
Faculty are using the resources provided through foundational support and grant funding to seek creative and meaningful activities that lead to increased understanding of patient interactions in actual patient settings.
Thank a Teacher
THANK A TEACHER
Teaching Perspectives Inventory
To teach students to fish, their instructors must first know how to fish. This session is directed to the faculty development audience. Participants will be able to understand the scholarship of teaching and how targeted professional development can advance educators into teacher scholars. The audience will also complete a Teaching Perspective Inventory (TPI) to better understand their teaching and what professional development may be needed and the resources available to become a teacher scholar.
TEACHING PERSPECTIVES INVENTORY
Academy Scholars
The Lewis College Teacher-Scholar Academy (the Lewis Academy) strives is to enhance teaching across the college, foster scholarship of teaching and learning, and support career advancement for faculty. The Lewis Academy works to achieve these goals through professional development and both interprofessional and multi-disciplinary learning. Members of the Lewis Academy must be committed to improving their teaching and leadership in education, with an ultimate goal of contributing to the scholarship of health professional education. The aim of the Lewis Academy is to foster recognition of Lewis College’s faculty by the university, by our local community partners, and by national and international leaders.
This appointment offers the following resources: mentoring, writing assistance, and abstract preparation. Requests of minor funding for conference registration will be considered as available.
Lewis Scholars
ACADEMY SCHOLARS
IPE Practice
IPE Publications & Presentations
Podium Presentations
Kirkendoll, K., Cranford, J., Grantham, C. H., & Bates, T. “Interprofessional Competency Improvement via a Mock Disaster.” Armstrong 2015 Interprofessional Health Care Summit, April 10, 2015. Coastal Conference Center, Savannah, GA. (Blind peer review selection process).
Kirdendoll, K., Cranford, J., & Grantham, C. H. “Increasing Interprofessional Competencies via a Mock Disaster.” Georgia Association for Nursing Education, Inc., (GANE) 2015 Annual Conference, February 19-21, 2015, Legacy Lodge & Conference Center, Buford, Georgia. (Blind peer review selection process).
Morgan JC. (November 2015) Evaluation of a Collaborative Process of Curricular Alignment, Course Development and Implementation. Part of a symposium titled Building Interprofessional Skills for Careers in Geriatric Care Delivery: Lessons Learned (Chair: Morgan JC Speakers: Morgan, JC, Kropf, N & Rokusek, C). Gerontological Society of America 68thAnnual Meeting, Orlando, FL, USA.
Zimmerman, R. “Initiation of Collaborative Education- A Case Study.” American Association of Respiratory Care Summer Forum. July 15, 2013, Orlando, FL.
Zimmerman, R. “Interprofessional Collaborative Education.” American Association ofRespiratory Care Summer Forum. July 15, 2013, Orlando, FL
Zimmerman, R. “Interprofessional Collaborative Education.” Georgia Society for RespiratoryCare Winter Forum. February 16, 2018, Atlanta, GA.
Zimmerman, R. “End-of-Life Issues from a Student Perspective.” Georgia Society for Respiratory Care Winter Forum. February 16, 2018, Atlanta, GA.
Zimmerman, R. “Interprofessional Education at Georgia State University: The Classroom and Beyond.” Georgia Society for Respiratory Care Summer Meeting. July 21, 2016, Savannah, GA.
Poster Presentations
SREB Council on Collegiate Education for Nursing, 2017 Annual Conference, November 12-14, 2017, Cranwell-Bruce, L.A., Grantham, C. H., and Horne, E.M, Interprofessional Education to Improve Care of Persons with Multiple Chronic Conditions (MCC). This poster also won first place in the category of “Faculty Posters”.
Morgan JC, Grantham CH, Zimmerman R, and Powell J. Interprofessional Care Team Collaboration to Improve Care for Older Adults. Poster presented at Georgia Gerontological Society Annual Meeting (August 2016), Jekyll Island, USA.
Morelli, K., Grantham, C. H., & Morgan, J. C., Zimmerman, R. “Interprofessional Education: Integrating Collaborative Clinical Practice Among Students in the Healthcare Professions, Specialty sections of the American Physical Therapy Association Conference, February 17-20, 2016, Anaheim, CA; (Blind peer review abstract selection process). HRSA Grant (D09HP26964)Interprofessional Collaboration to Improve Care of Persons with Multiple Chronic Conditions.
Grantham, C, Zimmerman, RD, Morgan, J, Maloney, M, Clark, P. Interprofessional Collaborative Practice: Putting the Pieces of the Puzzle Together. Poster presented at the 2015National League for Nursing Education Summit, October 15, 2015, Las Vegas, NV.
Abstracts
Johnson JD. Embracing collaborative health care training for optimal patient care [Abstract]. J Acad Nutr Diet. 2013;113(suppl3):A65.
IPE PRACTICE
Faculty Teaching Accomplishments
High-Fidelity Patient Simulation Increases Dietetic Students’ Self-Efficacy Prior to Clinical Supervised Practice: A Preliminary StudyJessica D. Todd, MS, RD, LD; Catherine S. McCarroll, MPH, RD, LD; Anita M. Nucci, PhD, RD, LD
This study examined the effect of high-fidelity patent simulation (HPS) on dietetics students’ self-efficacy before supervised clinical practice. View the full article here.
FACULTY TEACHING ACCOMPLISHMENTS
AWARD OPPORTUNITIES
Teaching Resources
- Analysis of the Team-Based Learning Literature: Team Based Learning Comes of Age
- Flipped classrooms and student learning: not just surface gains
- Team Based Learning Overview
Student Engagement Techniques
A Handbook for College Faculty
Elizabeth F. Barkley
A comprehensive resource that offers college teachers a dynamic model for engaging students and includes over one hundred tips, strategies, and techniques that have been proven to help teachers from a wide variety of disciplines and institutions motivate and connect with their students.
Make It Stick: The Science of Successful Learning
Peter c. Brown, Henry L. Roediger III, and Mark A. McDaniel
Although this 2014 book does not focus exclusively on higher education, it seems to be the best summary of the current state of research on learning. Two cognitive psychologists teamed up with a novelist to create a book that uses engaging storied and examples to provide a thorough grounding in the science of learning, and its implications for both students and teachers.
Getting Stared with Team-based Learning
Jim Sibley and Pete Ostafichuk
TBL is a uniquely powerful form of small group learning. It harnesses the power of teams and social learning with accountability structures and instructional sequences. This book provides the guidance, from first principles to examples of practice, together with concrete advice, suggestions, and tips to help you succeed in the TBL classroom. This book will help you understand what TBL is and why it is so powerful. You will find what you need to plan, build, implement, and use TBL effectively. This book will appeal to both the novice and the expert TBL teacher.
Source of these reviews: https://Chroniclevitae.com
What the Best College Teacher Do
Ken Bain
This 2004 book remains the gold standard for excellence in writing on higher education. Bain distills the lessons he learned from a 15-year study of the most effective and exceptional college professors he could find. The results are thought-provoking and instructive. Many find this book a pleasure to read.
TEACHING RESOURCES
2021 AWARD RECIPIENT
Jodan D. Garcia, PT, DPT
Clinical Associate Professor
Physical Therapy
Past Awardees:
2020 - Kimberly Morelli
2019 - Kimberly Hires
2018 - Jessica Marcus
2017 - Anne Lorio
2016 - Chip Zimmerman
Last July, Professor Chip Zimmerman received the first Lewis College Teaching Excellence Award. He aims to enhance the interprofessional education (IPE) activities of faculty and students, which is important because studies have shown that upwards to 70% of adverse events in the hospital setting occur due to a lack of interprofessional communication and/or collaboration1. Professor Zimmerman used the award funding to purchase a Double Robotics 2 Telepresence Robot or “Louie”. He has teleconferenced-in faculty and healthcare professionals for instruction and simulation. In May, he and six other faculty members will be attending the next Interprofessional Education Collaborative (IPEC) meeting in Washington DC.
Kudos go to Professors Jessica Todd, and Catherine McCarroll (now retired) and Dr. Anita Nucci on their publication of “High-Fidelity Patient Simulation (HPS) Increases Dietetic Students’ Self-Efficacy Prior to Clinical Supervised Practice: A Preliminary Study” in the Journal of Nutrition Education and Behavior. Find the article at J Nutr Educ Behav, 2016; 48:563-567. Their findings support the use of HPS in graduate nutrition students due to an increase in their self-efficacy before supervised clinical practice.
The Office of Academic Affairs received a grant from the Center for Excellence in Teaching & Learning (CETL) to support the Lewis College Teacher-Scholar Academy, and from this funding, three faculty members received a Teacher-Scholar mini-grant this past November. Dr. Anne Lorio’s award “Improved Student Engagement in the Lewis School” funds her attendance at the Teaching Professor Conference this June in St. Louis where she will present “Technology Barriers in the University Classroom: The Laptop Factor.” Congratulations Anne!
Professor Jessica Todd and Dr. Desi Wanders’ project “Evaluation of Supermarket Training as a Component of Graduate Nutrition Education” received funding to evaluate the value of a supermarket education experience. The goal is to ascertain the role of a retail dietitian and the influence on pre-professional dietetic students in making career choices. These awards foster recognition and respect for the valued role of teaching in the Lewis College. More mini-grants will be offered next fall if funding from CETL continues.
The Teacher-Scholar Academy website has received over 80 unique visitors accessing the site since it went live on April 28, 2016. The “Thank a Teacher” link resulted in 27 thank you notes submitted to the following faculty: Drs. Lisa Cranwell-Bruce, Douglas Gardenhire, Traci Sims, Arzu Ari, and Professors Christina Tice, Chip Zimmerman, Brent Murray, and Tamara Melton. There were also two notes submitted from non-Georgia State University students thanking their teachers at their institution.
In closing, I am proud of these scholarly successes, and this provides evidence that the Lewis College faculty are using the resources provided through foundational support and grant funding to seek creative and meaningful activities that lead to increased understanding of patient interactions in actual patient settings. Remember, the next Lewis College Teaching Excellence Award application is due March 1. See details here.