This Academic Health Center (AHC) series is designed to foster a stronger community of teaching and learning among those in health-related professions. The series is jointly sponsored by the AHC Office of Education, AHC Associate Deans for Education, SPH Futures Committee for Lifelong Learning and the University of Minnesota: Simulations, Exercises, and Effective Education (U-SEEE), Preparedness & Emergency Response Research Center (PERRC) and Learning Center (PERL).
U-SEEE Funding is made possible, in part, by grant #5P01TP000301 and #1U90TP000418 from the Centers for Disease Control and Prevention (CDC). The content is the sole responsibility of the authors and does not necessarily represent the official views of the CDC.
This section includes overviews of the free online courses in the series, along with registration links.
From Research to Practice: Connecting Principles of “Smart Teaching” to Emergency Preparedness and BeyondWho do you depend on to help in a disaster? Firefighters? Health Department? Search and Rescue? In a disaster, you count on numerous trained professionals. Are we training our emergency preparedness workers in an optimal way?
Interdisciplinary researchers at U-SEEE PERRC and PERL have collaborated to research these questions. Converging with the centers’ search for effective and efficient training methodologies is the work of Susan Ambrose. Ambrose has extensively researched teaching and learning, integrating fundamental research in psychology and cognitive science with practical application. Ambrose will briefly describe seven research-based principles that underlie how learning works, and connect them to approaches that maximize learning. Learn how “smart teaching” applies to you.
Susan A. Ambrose, DA, an internationally recognized scholar in college-level teaching and learning, is the vice provost for teaching and learning and professor of education at Northeastern University in Boston, Massachusetts. She has received numerous research grants from sources including the National Science Foundation, the Carnegie Corporation of New York, and the Alcoa Foundation. Ambrose is the co-author of the book, “How Learning Works: 7 Research- Based Principles for Smart Teaching.”
Judith Buchanan, PhD, DMD, Professor of Dentistry, Division of Prosthodontics, Department of Restorative Sciences, University of Minnesota
Craig Hedberg, PhD, Associate Professor, Environmental Health Sciences, University of Minnesota
Joan Rambeck, Training Director, Office of Emergency Response, Academic Health Center (AHC), University of Minnesota
Colleen Monahan, DC, MPH, Director, Center for the Advancement of Distance Education (CADE) and Adjunct Professor, School of Public Health, University of Illinois at Chicago
Cheryl Petersen-Kroeber, MEP, Deputy Director, Office of Emergency Preparedness, Department of Health, State of Minnesota
Bill Riley, PhD, Associate Professor, Health Policy and Management and Associate Dean for Student Affairs, School of Public Health, University of Minnesota
Beyond “Add and Stir:” Engaging Diversity in College ClassroomsThis online training module is not eligible for CPH recertification credit.
It is increasingly important to support students’ capacity to interact and communicate effectively in diverse environments. Every classroom provides opportunities for students to benefit from engaging diverse perspectives. Yet, research is clear that these benefits do not accrue without intentional facilitation. This keynote will support teachers’ capacity to integrate diversity as an always present resource and a critical learning outcome across the curriculum.
- Drawing on research, case studies, and personal experience, this discussion will focus on:
- How do we conceptualize diversity and why does it matter?
- How can we design, implement, and reflect upon opportunities to engage diversity in our classrooms?
- What classroom strategies support students intercultural development?
- How do we productively engage tensions associated with interactions in diverse learning environments?
Integrative Global Leadership: Leading Across Boundaries for the Common GoodThis online training module is not eligible for CPH recertification credit.
This keynote address focuses on how leaders can bring together diverse groups of people to tackle shared problems and achieve the common good. Associate Professor Barbara Crosby offers insights from her research on integrative leadership, the work of leading across boundaries to achieve the common good. She provides examples from Rotary International’s PolioPlus campaign and the global anti-AIDS campaign.
- Understand essentials of leading across sectoral, cultural and geographic boundaries
- Identify elements of the common good
- Connect insights to particular cases
- Develop ideas for personal practice
Barbara C. Crosby is associate professor at the Humphrey School of Public Affairs, University of Minnesota. She serves on the Steering Committee of the University’s Center for Integrative Leadership and was its academic co-director from 2008-2009. She has taught and written extensively about leadership and public policy, cross-sector collaboration, women in leadership, media and public policy, and strategic planning. She is the author of Leadership for Global Citizenship (1999) and co-author with John M. Bryson of Leadership for the Common Good: Tackling Public Problems in a Shared-Power World of (2d. ed. 2005). She is an associate editor of Leadership Quarterly.
A frequent speaker at conferences and workshops, she has conducted training for senior managers of nonprofit, business and government organizations in the United States, the United Kingdom, Poland, and Ukraine. She is a former gubernatorial press secretary and speech writer. She also has been a newspaper reporter and editor and has written several book chapters and articles for national journals. Dr. Crosby has a B.A. degree with a major in political science from Vanderbilt University and an M.A. degree in journalism and mass communication from the University of Wisconsin-Madison. She has a Ph.D. in leadership studies from the Union Institute and University.
Building Bridges Across the Professions: Promoting Successful Intraprofessional Collaborations
In a time of declining resources, financial challenges, changing demographics, and staff overturn, organizations are looking for ways to maximize their resources and still be effective. Collaboration is the key to addressing these myriad issues.
Jaime Lester, author of “Organizing Higher Education for Collaboration: A Guide for Campus Leaders” and a forthcoming book titled, “Enhancing Shared Leadership: Stories and Lessons from Grassroots Leadership in Higher Education” will discuss ways to promote successful collaborations using a comprehensive approach that addresses the role of culture and leadership as well as interpersonal dynamics.
Lester will present the logic for promoting intraprofessional collaborations in organizations; the advantages and disadvantages of collaboration; and, the role of organizational structure. The majority of the discussion will be focused on a model that explains ways to use organizational mission, networks, values, structures, rewards, and learning to promote interprofessional collaborations.
- To understand the rationale for the importance of interprofessional collaboration
- To identify the advantages and disadvantages of interprofessional collaboration
- To appreciate the role of organizational structure and culture in developing collaborations
- To locate ways to use organizational mission, networks, values, structures, rewards, and learning to promote interprofessional collaborations
- To value the role of interpersonal dynamics to promote successful collaborations
- To demonstrate the methods, both organizationally and interpersonally, to achieve successful interprofessional collaborations
Jaime Lester, Assistant Professor of Higher Education, George Mason University. Lester holds a Ph.D. and M.Ed. in higher education from the Rossier School of Education at the University of Southern California.
Dr. Lester’s research focuses on the role of leadership and identity in organizations with a specific focus on higher education institutions. She has conducted extensive research on the role of leadership, structure, and culture in promoting intraprofessional collaborations; the role of non-positional leaders in promoting change; and, leadership teams.
Much of her research on collaborations is summarized in her book “Organizing Higher Education for Collaboration: A Guide for Campus Leaders” and a forthcoming book titled, “Enhancing Shared Leadership: Stories and Lessons from Grassroots Leadership in Higher Education.”
Designing for Learning: Engaging Students and Teachers from the Arctic to AustraliaThis online training module is not eligible for CPH recertification credit.
Aaron Doering advocates for a closer look at the design of online learning environments and how they can be used to improve teaching and learning. He uses his experience with several adventure learning programs to illustrate how technology can be used successfully in the classroom. Doering speaks to his experience with GoNorth!, which allowed students to follow him as he trekked across the Arctic, as well as GeoThentic, a collaboration with the National Geographic Society that aims to engage teachers and students in solving real-world geography problems by using geospatial technologies.
An expert on online and adventure learning, Aaron Doering will speak about his transformative work on the design of online learning environments and the impact it has on teaching and learning. Over the past five years, Doering has logged thousands of miles through the Arctic on dog sled, communicating remotely with millions of children in K-12 classrooms and sharing lessons in global climate change and sustainability. In this presentation, Doering also discusses geospatial technologies such as Google Earth, and how it can be used to evaluate classroom teaching and improve student learning.
Active Learning with Technology: Myths Magic and Mucho MotivationThis online training module is not eligible for CPH recertification credit.
Building on Thomas Friedman’s book, The World is Flat, Curt Bonk offers an intriguing look at ten technology trends which he calls educational openers. This model helps make sense of the role of various technologies in open education, including open courseware, open source software, open access journals, open educational resources, and open information communities.
With new technologies, thousands of organizations and scholars are sharing their course materials, expertise, and teaching ideas globally, thereby expanding learning opportunities and resources even further. Bonk also addresses questions related to the quality of new online media content, the digital divide, and how those without Internet access still benefit immensely from these open learning tools and resources.
After viewing this session participants should be able to:
- Describe diverse ways in which Web technology can play a role in different disciplines and instructional situations
- List 5-10 or more Web-based pedagogical approaches
- Explain several low risk, low cost, low time online activities
- Identify 10 key motivational principles underlying the TEC-VARIETY model and the several online pedagogical activities for each of the 10
- Identify the components of the Read, Reflect, Display, and Do (R2D2) model and internalize several strategies for each phase of the model
- List several online and/or blended learning strategies participant is more comfortable using
The New Science of Change: Connecting Leadership Development and NeuroscienceThis online training module is not eligible for CPH recertification credit.
Enhance your understanding of the “neuroscience of change,” the research supporting it, how it serves as a stimulus for innovation, and its impact on a leader’s ability to engage in the change process to yield a positive impact on others. Presented by David Rock, CEO of Results Coaching Systems; founder of NeuroLeadership Institute; and author of Your Brain at Work.
This program is geared for professionals who are engaged in teaching and learning and who seek to positively influence others through effecting change in systems, behaviors and/or attitudes.
At the end of this session participants will be able to:
- Explain that change is hard and the reasons for it
- Identify ways individuals and organizations can move from descriptive to active models of change
- Describe a three-part model used to facilitate change
- Describe the wider context of change as it relates to public health