Expanding our Roles: Embedded in Curriculum Design

Objectives To describe how librarians became involved in helping to design curriculum for Problem- Based Learning (PBL) Course for first- and second-year medical students. Librarians became part of a team collaborating with medical faculty to revise the PBL curriculum, incorporating innovative teaching techniques and creating effective simulated patient case scenarios. Methods In August 2010, the PBL Director contacted the Library to help revise 10 cases for second-year problem-based learning course. Two librarians joined the PBL multi-disciplinary curriculum team meeting bi-weekly to create and revise medical tutor and student guides, and case modules. The cases successfully evolved from paper handouts to interactive PowerPoint modules with embedded videos. In the fall of 2011, the team continued revising the cases for second-year and expanded the process to revamp the first-year PBL curriculum. In the spring of 2012, four cases added standardized patients to enrich the experience of students\u27 patient interactions and apply psychosocial learning objectives including EBM informatics. Spring 2012 semester the team collaborated in conducting an IRB-approved research study evaluating the effectiveness and learning outcomes for students participating in the PBL curriculum case on abortion and sexual reproduction. Results The librarians’ met regularly with the PBL Program Director, and collaborated with Medical Faculty and Standardized Patient department to revise PBL cases. The librarians’ key contributions focused on revising and editing PBL Tutor Guides, providing technical expertise, Blackboard support, navigating copyright and updating medical literature. As the PBL cases evolved, a core team developed the research study, resulting in opportunities for qualitative and quantitative research as well as subsequent publishing. Conclusions Working within a multi-disciplinary collaborative team on curriculum development allows for librarians to move beyond the traditional role of instruction. The embedded role highlights the additional contributions librarians can make to the team in the areas of technology and research

Building University-School Partnerships: An Exercise in Communication and Understanding

This article provides an overview of the Collaboration to Advance Teaching Technology and Science (CATTS) program and the conditions necessary to establish and maintain partnerships that promote inquiry and research in schools. These programs are effective because they benefit all stakeholders. CATTS creates opportunities for graduate and undergraduate students (the CATTS Fellows) to learn effective teaching practices and to be active participants in K-12 education. School districts and University of Arizona outreach programs benefit when CATTS Fellows work on projects that address identified educational needs in K-12 schools. K-12 teachers and students benefit from the additional classroom assistance and resources provided through the CATTS program. Educational levels: Graduate or professional

Cleveland Schools That Are Making a Difference

Profiles thirteen Cleveland schools -- a cross section of traditional public, private, parochial, and charter schools, where the majority of students are economically disadvantaged -- that have demonstrated progress in student achievement gains

The MacArthur Foundation in Nigeria: Report on Activities 2009

Highlights the foundation's work to build the scientific research capacity of Nigerian universities, to reduce maternal mortality and improve sexual and reproductive health, and to advance human rights. Includes grantee profiles and selected grants list

Making Disciples: The Effects of Technology Integration Coaching

This paper describes a pilot study of collegial coaching for technology integration at two private Christian schools. Two students nearing completion of a Master’s in Education in Curriculum and Instruction with a Specialization in Instructional Technology each coached three fellow teachers, self-described as digital immigrants, to integrate technology into their teaching. The coaches spent an average of 15 hours per teacher brainstorming, teaching, and facilitating technology integration. Information obtained from a variety of data sources (interviews, a post-coaching questionnaire, a focus group, and analyses of journals kept by both coaches and coached teachers) revealed the positive effects of their collegial coaching and suggested ideas for optimizing coaching for technology integration

Innovate Magazine / Annual Review 2009-2010

https://scholarworks.sjsu.edu/innovate/1002/thumbnail.jp

Innovate Magazine / Annual Review 2008-2009

https://scholarworks.sjsu.edu/innovate/1003/thumbnail.jp