Distance Teaching and Learning: Group Projects and Oral Presentations

Imagine an online course where the participants are in different states or countries. How does one engage students in the learning process? How do we ensure that all students meet the learning outcomes? How do we facilitate project-based activities inclusive of oral presentations in the virtual classroom? These are questions I have asked myself on occasion. (Click post title to continue reading)

Bringing Zoom into my Classroom

Here at the Graduate School of Social Work we are in the process of developing fully-online courses, both asynchronous and synchronous, to supplement our traditional in-class offerings. Social Work, like other human service professions, requires not only didactic facts and information but also practice skills, appropriate dispositions and attitudes, and practical experience. I was very concerned, even anxious, that these important “soft skills” may not be able to be effectively taught online but I was eager to explore. Accordingly, I developed and taught an online clinical practice elective over the summer semester and would like to share my experiences. (Click on post title to continue reading)

The Touro Interprofessional Education Collaborative (TIPEC)

As participants in Touro College Academy of Leadership and Management (TCALM) inaugural class of 2018, we were charged with developing and planning a project that would support the mission, vision, value and strategic plan of Touro College and University System (TCUS). Dr. Tamie Proscia-Lieto asks, “What do you get when you put a Doctor, a Dentist, a Physical Therapist and a Nurse?” An Interprofessional Team!!! (Click post title to continue reading)

How to Feed Two Birds with One Scone: A New Curriculum Model for Enhancing Faculty Scholarship and Engaging Students and Clinicians in Research

In the past two years the occupational therapy (OT) department focused on meeting two challenges, one within our college and one within our profession: The internal challenge: Our college is committed to creating a vibrant research infrastructure. We are challenged to engage faculty and students in research and to contribute to our professions’ body of knowledge. The external challenge: Our profession is committed to evidence-based practice. We are challenged to provide our students with opportunities to participate in clinical research. A related challenge is the limited engagement of current clinicians, who serve as clinical educators for our students, in research. This limits our students’ exposure to real-life research in daily practice. (Click blog title to continue reading)

Leading a Book Discussion

In December 2018, I had the pleasure of leading the first-ever, at least since I’ve worked here, Touro College Book Club organized by our Director of Strategic Initiatives, Rima Aranha. Being the first is always difficult, one has no exemplars on which to model. So, I did what people have been doing for years, I turned to Oprah. Of course, that was of little help. I knew I couldn’t ask my colleagues to keep a journal, annotate the book or other time intensive activities. (Click post title to continue reading)

Making Assessment the Foundation of Our Teaching and Learning

In the past several decades, assessment has become a widely prevalent and often considered as a controversial element of the American academia. While the focus on assessment has been elevated to advance expectations of student scholastic achievements and to foster accountability, many in academia consider it as an administrative burden imposed on those involved in teaching and learning. In my many informal and formal conversations with many faculty and students, I have heard opinions that the key to assessment is to do it less and that more assessment doesn’t mean better outcomes. In the view of these individuals, assessment is busy work and nothing more. Others contend that assessment measures such as item analysis and rubrics are forced upon them and they don’t appreciate them because they are clear in their head about what they expect from students and have been evaluating student performance for years. For these individuals, today’s assessment practices are too quantitative, constraining and overbearing. (Click on post title to continue reading)

Helping Students Become 21st-Century “Crap Detectors”

Recently I noticed that some of my graduate students were sharing questionable sources in their online discussion posts. It’s not that the websites or videos were completely inaccurate or unreliable. In fact, many students posted peer-reviewed scholarly sources about philosophy and education that contributed significantly to the quality of discussion. But others posted user-generated content from sites like YouTube and SlideShare without considering the authority of the sources, probably because these sites appeared near the top of Google’s search results. In order to determine the reliability of online sources, students of all levels, from P-16 and beyond, need lessons in digital literacy and “crap detecting” for the twenty-first century. (Click on blog title to continue reading)