Last Reviewed:September 30, 2024 First Published:August 16, 2022 Within the classroom or clinical setting, faculty members can support student well-being by applying principles of Universal Design for Learning, centering transparency and accessibility, and cultivating an inclusive, welcoming course environment. Beyond the classroom, faculty members often have a front-row view of the personal struggles students… Read More
Last ReviewedJuly 23, 2024 First Published:January 31, 2023 Multiple-choice questions inclusive of a question/stem, a key/correct answer, and distractors/incorrect answer choices are frequently used in health science education due to efficiency in grading and their frequent inclusion on licensing and board examinations. In addition to these advantages, Brame (2013) asserts that multiple-choice questions can… Read More
Last Reviewed:September 19, 2024 First Published:March 30, 2022 Teaching Philosophies, sometimes called Teaching Statements, are documents that are helpful in informing students of your priorities, applying to teaching positions and reflecting on teaching practices. Teaching Philosophies articulate your central goals as an educator, provide concrete examples of your teaching and share how you evaluate your teaching… Read More
Last Reviewed:October 28, 2024 First Published:May 18, 2022 Universal Design for Learning (UDL) is an evidence-based educational framework that reduces barriers to learning by centering three main principles: engagement, representation, and action and expression. Engagement refers to ways that faculty can connect with learners by recognizing their needs, demonstrating the relevance of course materials,… Read More
Last Reviewed:October 3, 2024 First Published:March 4, 2022 Team-based learning (TBL) is a student-centered instructional strategy that utilizes a flipped classroom model allowing students the opportunity to work in groups to solve authentic problems. TBL is a collaborative, active learning strategy that can be utilized in both large and small classrooms, and “supports the… Read More
Last Updated:September 18, 2024 First Published:March 18, 2022 When local, community, or global events impact our classrooms, it can be challenging to maintain focus on teaching and learning. Teaching may feel mundane or even irrelevant in the face of tumultuous events. Sometimes a student’s identity or a faculty’s identity may make them especially vulnerable… Read More
Last ReviewedOctober 30, 2024 First PublishedApril 25, 2022 Prior to the start of a clinical rotation or experience, faculty should discuss their expectations of learner performance with the learners. Topics to discuss should include goals and objectives/outcomes, teaching strategies, evaluation and feedback techniques, daily schedule, clinical duties, case presentations, writing notes, supervision hierarchy, modes… Read More
Last Reviewed:April 24, 2024 First Published:April 22, 2022 Course syllabi provide students and faculty with a road map for successfully navigating a course including details about content, requirements, assignments, assessments, policies, resources, schedule, expectations, and responsibilities. In addition, syllabi act as an agreement (invitation) between the faculty and students about how the course will… Read More
Last Updated:January 30, 2024 First Published:January 20, 2023 Planning, preparation, and sleep are vital to the success of students at UTHSC. This section includes advice and techniques that prepare students for academic success. Use the comments section below to let us know your ideas about student success.
Last Reviewed:June 25, 2024 First Published:June 22, 2022 When students are engaged with course content, they are actively involved in the learning process and constructing their own knowledge (Delialioglu, 2012). Instructors who engage students make learning meaningful, gain and keep their attention, and motivate them to pursue excellence. Engagement strategies include setting clear expectations,… Read More
