CFDE Teaching Fellows


 

2021-22 CFDE Teaching Fellows

Project Title

Assessment Development to Enhance Evaluation of High-Level Clinical Decision-Making and Clinical Judgement

Project Description

The purpose of my project is to develop strategies to enhance formative and summative assessments for undergraduate nursing students in a distance hybrid program to improve evaluation of high-level clinical decision-making and clinical judgement (CJ) by focusing on inclusion of the various contextual factors found in the NCSBN clinical judgement measurement model (CJMM). Additionally, as our distance hybrid program uses active classroom techniques throughout the curriculum, I would like to incorporate these types of assessment strategies more informally into the classroom as ways to evaluate decision making at a granular level.  Initially, I plan to implement these strategies in an adult acute and chronic care nursing course. Outcomes I plan to address will compare cohort course exam grades, ATI scores (standardized testing the entire school of nursing uses as summative evaluation), and evaluation of CJ using the Lasater CJ rubric. Our program provides nearly all of the didactic content and assessments via distance format.   

CFDE Partners: Liesl Wuest, Alicia Lane, Savannah Post

Project Title

Mental Wellbeing and the Humanities

Project Description

My determination to incorporate best research-based practices for mental wellbeing in the design of my courses reflects my attention to increasing mental health challenges at and beyond universities in the United States (e.g., UC Berkeley Graduate Assembly 2014; Council of Graduate Schools 2021). We must respond now in order to try to improve wellbeing and save lives. The CFDE Teaching Fellowship allows me to study research-based approaches to mental wellbeing and determine how to translate them into my course design. The project responds to an urgent need to think about how to address mental health challenges on university campuses. Given humanists’ commitment to understanding the complexity of human experiences, courses in the humanities seem like ideal environments for leading initiatives to join mental wellbeing with course design.  

CFDE Partners: Donna Troka and Emmy Corey

 

Project Title

Incorporating Themes and Content Related to Civil Rights and Racial Justice in the Business Associations course 

Project Description

Business Associations is a foundational law school course taken by virtually every law student. The course has traditionally embraced the view that corporations are to be managed solely in the interest of their shareholders, without concern for the interests of other constituencies, such as employees, customers, suppliers, and communities. This approach also makes no room for covering questions related to civil rights and racial justice, despite the fact that corporations have been active participants in recent initiatives in these areas. The goal of this project is to identify materials that can be incorporated in the Business Associations course to remedy this.

CFDE Partners: Donna Troka and Emmy Corey

Project Title

Econometrics Pedagogy and Cloud Computing: Training the Next Generation of Economists and Data Scientists

Project Description

I plan to develop best practices surrounding computer lab instruction when this moves from a physical space on campus where students meet synchronously to the cloud. In the latter setting, students connect to an instructor-maintained server remotely, complete their computer-based assignments synchronously and asynchronously and submit their work remotely as well. Students will be able to complete their assignment on smartphones, tablets, or any device with a browser, keyboard, and internet connection. However, this new workflow requires the instructor also to think of best practices, new policies regarding collaboration, and catastrophic events. It also requires exploring automated grading and feedback on the cloud. At the end of this project I expect to develop a set of best practices that I can share with other instructors who are thinking on incorporating cloud computing in their teaching.

CFDE Partners: Liesl Wuest, Alicia Lane, Savannah Post

Project Title

Developing Critical Thinking Tools for Engaging Critical Pedagogy 

Project Description

My goal is to continue to develop and adapt a set of nontraditional pedagogical practices that are broadly inspired by critical pedagogy and which I feel are particularly well suited to teaching humanities in the current moment in America. Some of these practices emerge from the Philosophy for Children movement initially developed by Matthew Lipman, who drew on the educational theories of John Dewey and rooted his pedagogy in a method of collaborative inquiry. These practices have since been further developed by University of Hawai’i professor of philosophy Thomas E. Jackson, who seeks to create a “reflective community of inquiry” utilizing his method of "gently Socratic inquiry." Key to this method is the so-called Good Thinker’s Tool Kit—a set of seven types of questions that help orient inquiry and enhance critical collaborative thinking. I join others in extending Jackson's work to older students in the college classroom where, with a view toward disrupting the traditional teacher-student power dynamic, I seek to empower students to recognize and draw upon the knowledge they already possess while simultaneously cultivating a critical awareness of the conditioned and embodied nature of the production of all types of knowledge. My project therefore also includes experiments in other forms of nontraditional pedagogy and assessment inspired by critical pedagogy pioneers like Paulo Freire and bell hooks, as well as by the contemporary unschooling and ungrading movements. 

CFDE Partners: Donna Troka and Emmy Corey 

Project Title

Data Science for Law Students Curriculum

Project Description

Since data science and analytics are not part of the standard law curriculum, my goal for this project is to work with Emory scholars in the Quantitative Methods department, the Center for Ethics and possibly the School of Public Health to design a curriculum that will: I. Teach law students the skills and knowledge needed to understand statistical methods and data analysis. I would like to design a framework based on a simple four-step process of (1) defining the problem, (2) collecting the data, (3) summarizing the data, and (4) analyzing data, interpreting the analyses, and communicating results. This process is used in some doctrinal legal courses so this project will build upon that foundation and to map the legal implications related to the emergence of data science. II. Focus on the role of the rule of law and whether regulation is needed to respond to problems raised by data science and the ethical problems in relation to the use of data.

CFDE Partners: Donna Troka and Emmy Corey

Project Title

Inclusion of Social Determinants of Health in Nursing Pre-licensure Pharmacology Courses

Project Description

My project would focus on identifying and implementing best practices for integrating content about Social Determinants of Health into Nursing Pre-licensure Pharmacology Courses. The specific goals/outcomes I want to achieve with this project are: 1) Develop a curriculum for the Nursing pre-licensure pharmacology courses 2) Integrate the curriculum into the nursing pre-licensure pharmacology courses 3) Share the curriculum with other faculty of the School of Nursing 4) Develop a draft manuscript about the curriculum for publication. 

CFDE Partners: Donna Troka and Emmy Corey

Project Title

Community Engaged Learning in Nursing

Project Description

Design a multiple-semester community engagement learning opportunity for students enrolled in our graduate program that can either be integrated into existing courses or offered as a stand-alone learning opportunity.

CFDE Partner: Vialla Hartfield-Mendez

Teaching Fellow Research

As part of their fellowship, Teaching Fellows are asked to gather the scholarship of teaching and learning (SoTL) research on their project topic over the summer. Here are the annotated bibliographies of that research from the 2018-19 fellows:

Program Information

The program is eighteen months long, from January 2021-May 2022.

  • For faculty members to develop a project related to teaching and to share it with the community
  • To help develop inclusive classrooms
  • To highlight existing faculty teaching expertise

  • 2019-20: Open to all fulltime faculty in Emory College, Oxford, Nursing and Business. 
  • 2020-21: Open to all fulltime faculty across Emory University.
  • Eighteen months long from January 2021-May 2022.
  • $2500 (dispersed in three payments into a research or departmental account). We are currently looking into the option to take this money as summer salary support; please contact Eric Weeks directly if you are interested in this option.
  • Applicants must have a smart key to which money can be disbursed.

  • All full time faculty engaged in teaching
  • Record of excellent teaching

  • Applications are due October 28, 2020 

    • Chairs and deans may nominate; self-nominations are also accepted 
    • Accepted applicants will be notified by mid-November 

     Applications must be sent to: Teaching Fellows Program Application

    Application must include:

    • A brief email from chair supporting the application 
    • A 1-page statement identifying record of excellent teaching (evaluations, or peer letter, or award) the specific expertise the applicant wants to develop, and specific outcomes 
    • A sample syllabus as evidence of your approach to teaching 
    • Due to the uncertainty of COVID, we ask that your proposal include an "in-person plan" as well as a "remote learning plan," as both may be possible for upcoming semesters.  

On acceptance, the Teaching Fellows will:

  • Meet in January 2021 with CFDE to develop a plan for the fellowship 
  • Sign a Teaching Fellows Agreement which commits faculty member to: 
  • Reading and reporting on teaching in their discipline or related to the issue they want to focus on (in consultation with CFDE teaching team) 
  • Hosting a teaching workshop or presentation to share their knowledge 
  • Attend monthly meetings with your cohort and the CFDE teaching team 
  • Writing a one-page report on their work as a Teaching Fellow  
  • Creating a bibliography for the CFDE Knowledge Hub arising from their research 

Examples of possible projects

  • Inclusive classrooms
  • Revising Introductory Courses
  • Developing case studies for a course
  • Developing a peer assessment program for your course
  • Creating cohorts across classes and/or schools
  • Hosting conversations in a department on relevant pedagogy
  • Public scholarship, engagement with communities
  • Creativity in the Classroom
  • Researching and fostering peer teaching
  • Online teaching, multiple formats
  • Adapting small courses for courses with large lecture formats
  • Working with international students
  • Working with refugee and immigrant populations in the Atlanta area
  • Working with other institutions in the Atlanta area, through research, institutes, centers, joint academic programs, etc.

Please direct questions about this program to Donna Troka.