teaching times at pitt - nov 06

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Teaching Awards Issue November

One of the most important responsi-

bilities of a university teacher is being

a role model. As professors, we repre-

sent the embodiment of our profession to

students developing their own sense of self

in a given field. If we want them to value

their class experience and to contribute to

it actively and to the best of their ability,

we must model those same attributes. The

norms we establish from the outset, rang-

ing from starting class on time to knowing

who comprises the student group, convey

not only respect but that what we are do-

ing together over the next 15 weeks is a

shared process and an important one.

Knowing Names

For example, at the risk of appear-

ing autocratic, I ask students to select a

seat and to stick with it for the first few

weeks—this allows me to learn everyone’s

name. It works so well that I can usually

recall where a student sat for many years

after he or she has graduated. I would

imagine that it’s pretty striking to have one

of your instructors recall exactly where

you sat—it really mattered if you were

there! And it’s not about just learning

someone’s name or compiling attendance

statistics; it’s the acknowledgement that

each student’s presence makes a difference.

Demonstrating that each student matters

can be as simple as making eye contact, an

informal conversation during a class break,

or following up on a point made in a previ-

ous class. However, if we find ourselves

interacting with the same individuals, and

not being sure who others in the class are,

we’re not casting our net wide enough.

Facilitating Student Expertise

Most of us know a good deal about

what we teach. However, the real key to

excellent teaching is to guide the process in

the classroom but not to take it over. Pro-

viding the structure and the guidance, we

don’t have to be the expert on every topic

of discussion. Sometimes this can be diffi-

cult, especially if we’ve practiced for many

years, written on the topic, done numerous

expert consultations, or provided count-

less guest lectures. The knee-jerk reaction

is often to demonstrate our knowledge, as

if not expounding upon it might indicate

that we’re not on top of our game. Here’s

the point at which we can adopt one of

the most powerful teaching strategies

of all: become the orchestra conductor

instead of the lead singer. Our greatest gift

to our students is to facilitate their exper-

tise. It’s the difference between standing in

front of someone (and blocking the view)

or walking alongside someone as a mentor

Taking Risks

We must encourage discussions that in-

clude alternative viewpoints, critical think-

ing about social issues, and an exploration

of unanswered questions. How will our

students transfer classroom instruction into

their professional lives unless they are able

to practice the skills we’re trying so hard to

develop? Practicing begins by taking a risk

trying things on for size, getting feedback

from one’s peers, evaluating whether

something worked, and learning from

mistakes or challenges along the way. At

the beginning of the term, I ask students

to write out why they are taking the class

and what they’d like to learn during the se-

mester. During the final exam, I ask them

to review their responses and to determine

whether they’ve achieved their goals. This

is really what good teaching is supposed to

be about, isn’t it?

Modeling Professional RolesHelen Cahalane

, School of Social Work A Winner of the Chancellorʼs Award for Distinguished Teaching



Teaching in a clinical discipline

such as nursing, I have found that

maintaining my clinical expertise

has enriched my teaching. When I

apply a particular concept to a clinical

scenario, students invariably are more

engaged. Because they go into nursing

to care for people, students are much

more interested in what I have to say

when I provide a clinical example

during a lecture. Ideally they would

receive lecture content that matches

the patients they care for that week,

but, unfortunately, it is not easy to

have a large class all care for a patient

with a particular disease. Therefore,

providing clinical examples of how

to apply a concept starts integrating

classroom learning with clinical

application.

Clinical Teaching

I enjoy lecturing and it is an

efficient method to provide content

to many students, but critical

thinking and application of content

occur at a higher level when I work

with students in the clinical setting.

Spending time in the clinical area

helps support my teaching several

ways. First, it validates my lecture.

When students observe me in a

clinical setting, they realize that

my lectures are not only based on

what is presented in textbooks and

the latest information from journal

articles but also from hands-on

experience. The other benefit of

working in the clinical area is that

I have the opportunity to help the

students link what I have taught

them in lecture with the way a

patient presents or responds to

clinical therapies.

In the Nurse Anesthesia Program,

students often work with nurse

anesthetists and anesthesiologists who

are clinically proficient but may not

always know what is expected of

individual students at a particular

point in their curriculum. One of

the advantages that I have when

working in the clinical setting is that

I have accurate understanding of the

students’ preparation. This allows me

to set realistic goals for knowledge

and performance within the context

of the clinical day.

Simulation Teaching

Of all the methods that I use, I

enjoy simulation the most. Simulation

teaching combines key aspects of

classroom teaching while incorporating

the “feel” or emotion that permeates

the clinical environment. The

Winter Institute for Simulation

and Education Research (WISER)

provides an excellent setting for high

fidelity human simulation. One of

the simulation rooms at WISER

has been modified to replicate one

of the operating rooms at UPMC-

Presbyterian Hospital. Simulation

mannequins incorporate many

physiologic functions (e.g., pulses,

breath sounds, blood pressure, and

airway changes). The voice of the

mannequin is fed into the room from

a control room; physiologic functions

are controlled by a software program.

Five or six students assume various

roles during a scenario (e.g., circulating

nurse, scrub tech, or surgeon).

Typically two students are assigned as

the nurse anesthetists for the scenario.

Richard Henker, School of Nursing

A Winner of the Chancellorʼs Award for Distinguished Teaching

Linking Lectures to Experiences

See Henker on Page 14




Because I also practice clinical pharmacy

on cardiology services within UPMC

and perform research through the

School of Pharmacy, during my classroom

lectures I can share my daily clinical experi-

ences with students to give them real-world

perspectives on what they are learning. For

example, if we are talking about someone

with myocardial infarction, I might discuss a

recent patient whom I have cared for in the

coronary unit. Another advantage of sharing

these real-life experiences is that it establishes

an environment where students feel more

comfortable about asking questions.

Sharing Knowledge

I am convinced that until students actually

perform or verbalize what they are learning,

they do not master the information. There-

fore, I foster learning environments where

students have open lines of communication

with other students as well as with me. This

enables them to share their knowledge and

develop confidence in their skills. For ex-

ample, my students learn to perform assess-

ments of blood pressure and other vital signs

at the Peter M. Winter Institute for Simula-

tion Education and Research (WISER) Cen-

ter. Here, simulation-based learning using

advanced patient mannequins facilitates a

safe educational environment where students

can be as close to a real patient scenario

as technology will allow. As a group, they

perform patient assessments and recommend

appropriate pharmacotherapeutic manage-

ment plans. This enables them not only to

apply the material covered in class but also to

develop confidence when they discuss their

thoughts about a drug treatment.

Another type of interaction fostered dur-

ing my class is student assessments of one

another. Using an objective rubric, students

have the opportunity to grade classmates,

thereby providing both positive and nega-

tive feedback. This helps them to learn what

they may be doing wrong, while, at the same

time, learning new skills and techniques by

observing others. Finally, simulation-based

education allows my students to interact with

the course content while also interacting with

their own performances. They put their new

knowledge to work and obtain immediate

feedback in a safe nonthreatening environ-

ment.

Research on Attitudes

I research my teaching methodologies

and have conducted objective experiments

to see if comprehension improves as a result

of these active learning techniques. Based on

pre- and post-testing after each simulation

exercise, there was a significant improve-

ment in knowledge and performance within

the class. I have also shown that students

undergoing simulation learning demonstrate

much greater retention than those who do

not. Finally, I have done research showing

how attitudes are linked to learning and am

working on a project measuring students’

retention in different learning environments.

During the experiential part of my teach-

ing, I spend one-on-one time to help students

evaluate different job openings, prepare

for interviews, and decide if they want to

complete a residency. I also devote time to

advising students, both informally before and

after class or formally through the student

advisor program. They often ask me to

describe what my day is like, and I encour-

age them to “shadow” me for a day because

I love interaction with students. One of the

most rewarding parts of my job is when I see

students learning or forging a career path

because of something that I was able to help

them discover.

Fostering Open Lines of CommunicationAmy Seybert

, School of Pharmacy A Winner of the Chancellorʼs Award for Distinguished Teaching



Margaret S. Smith, School of Education A Winner of the Chancellorʼs Award for Distinguished Teaching

Learning is Situated in Actual Practice

I have a practice-based view of teacher

education, maintaining that learning must

be situated in the actual work of teachers.

My students begin by examining artifacts of

practice and use those artifacts to generate

theories and principles. Using examples from

real teaching practice as a basis for in-class

work, we then make bridges to the actual

work my students are doing in K-12 class-

rooms. Thus, we develop ideas by examining

real practice, and then we take ideas and

apply them to our own practice.

Thinking about Teachers’ Work

The activities in which I engage pre-

teachers involve thinking about teachers’

work: Teachers plan, teach, reflect, and

then start the cycle over again. For ex-

ample, teachers themselves should engage

as learners in solving mathematical tasks

from curriculum materials and then step

back from the experience and talk about

what they want their students to learn and

how they, as teachers, should go about

facilitating that learning. My students also

critique video or narrative cases of teach-

ing and analyze actual classroom situations

to better understand how teachers support

learning through their actions and interac-

tions in class.

My graduate students often work in

small groups. I give them an actual math

problem or ask them to analyze an authen-

tic piece of work by a child. My goal is to

help them develop insights along several

dimensions. For example, typical errors

or work that looks indecipherable may

actually show thinking by K-12 students.

This enables the teachers to become good

evaluators and readers of K-12 students’ varied representations of mathematical

concepts.

Exploring Alternatives

The kinds of problems and tasks I give

pre-teachers are not those for which there

is an immediate answer; rather, I develop

problems and questions requiring them

to explore alternatives. A small group is

likely to recognize various approaches.

Most classes culminate in a whole-group

discussion where ideas from all groups areshared. I expect my students to challenge

and to build on others’ ideas. The class

then tries to come to a consensus.

I see myself as a discussion facilitator,

pressing people to think harder about what

it is we’re discussing. Through the process

we try to establish some general principles

or ideas. Even though one lesson may

focus on a particular situation, the goal is

to end up with ideas that are applicable to

other teaching situations. All assignments

are designed to make connections between

the work we do in my classroom and the

work they are doing in a K-12 classroom.

For example, if we had discussed student

thinking as related to a particular type of

algebra problem, I might ask my students

to interview three of their public school

students using such problems. They would

then analyze solution strategies we use

and relate them to our reading on student

thinking.

Key Questions

The kinds of questions I ask are a key

to the success of this strategy. For example

rather than simply giving the answer to a

problem, I press them to explain what they

mean and why it’s a reasonable solution.

I invite other students’ comments, so

everyone in the room is held accountable

See Smith on Page 14



Daniel Mossé, School of Arts and Sciences, Computer Science

A Winner of the Tina and David Bellet Arts & Sciences Teaching Excellence Award

Learning is Situated in Actual Practice

I have three tenets in teaching, in addition

to knowing and transmitting the technical

material: ensure a personal atmosphere,

stimulate thinking, and use the “surprise

factor.”

Because computer science is often

considered dry and boring, I use humor as

a technique for transmitting the material.

I’m known for my sense of humor; I love

to make puns, tell jokes, and use funny

analogies. For example, I might illustrate

operating system controls of resources by

equating it to how parents intervene to

make equitable allocation of toys among

siblings. Students remember things like

that. I do these things to bring a level of

comfort and interest to the class—intuition

comes first; formulas come later.

As another example of bringing a level

of comfort and interest to the class, I put

students at ease by learning their names—

calling on Johanna beats asking “the young

lady with glasses in the third row,” or

simply “you.” To further relax the atmo-

sphere, I introduce myself on a personal as

well as academic level—I always tell stu-

dents my origin and my path: I was born

in Brazil, got a BS in math there, and PhD

in computer science at Maryland; I have

a wife and child. Occasionally, when I see

students becoming bored, I even interrupt

a lecture to teach them a Portuguese word.

High Expectations

In addition to making the material

interactive, personal, and light, I have

high expectations for myself and for each

student. I expect to engage the students

throughout the learning process and I ex-

pect each student to think about the mate-

rial both inside and outside the classroom.I try to stimulate all students to think and

participate. For example, I sometimes give

them the answer and ask them to give me

the question. I then whistle the tune from

Jeopardy. It’s fun and it works! If I ask a

question that seems too difficult, I step

back and ask why the question is so dif-

ficult. I continue stepping back as I call on

individuals, while assuring them that it is

all right to be incorrect. What is important

is that they try to answer articulately and

intelligently; because the goal is to keepstudents thinking, I also encourage them to

ask questions. I further encourage partici-

pation by awarding bonus points.

Interactive Lecturing

My classes are lecture based, but I

rarely lecture more than five minutes with-

out asking a question. I ask all students to

vote on answers as we analyze the ques-

tion. This enables even the shiest students

to participate. Once in a while, I ask every

other student to give a three-minute sum-

mary of what he or she has learned so far

that day to the person next to him or her.

This, of course, keeps them attentive and

thinking.

Although much of the classroom mate-

rial is theoretical, but students need prac-

tice, I always give them complex program-

ming projects; I schedule weekend lab

sessions to observe students programming

and to give them feedback. I remind them

of the theory behind the practice, because

as a wise man once said “the difference be

tween theory and practice is much bigger

in practice than in theory.” I show students

that they must painstakingly analyze and

consider all aspects of a problem before

implementing anything. They ask me

questions, I answer with more questions

and hints, encouraging hands-on, interac-

tive problem solving.




As graduate teaching assistants, we

need ways to motivate our students andrenew their attention spans. Often we

try to use videos to accomplish these goals.Besides adding interest to our courses, videocan supplement the course texts, helpingus integrate “real world” material into theclassroom. Most important, every use of videoshould help students meet course objectives!To help you use video as a teaching tool, here

are some guidelines on what to do before,during, and after using a video clip:

Before starting the video,Prepare the room. Arrange the chairs sothat all students can clearly see and hear the video. Set up all technology in advanceand practice with remote controls so you caneasily start/stop the film as desired.

Pretest students. A short questionnairecan introduce students to the material andindicate what they will be expected to learnwhile watching and discussing the video.Give students background information.Since you will rarely show a complete film,tell students enough about what they missedto enable them to understand the part theyare about to see. Also, students may assume

everything they see in the video is correct/factual so be sure to tell them whether thevideo represents opinions or facts.Explain why you have chosen this video.Be certain to explain how the video cliprelates to the course objectives! Consider giving students an outline of the main pointspresented in the film as a guide.

During the video,

Give students an “assignment.” For instance, you could instruct students to listthe course concepts used in the video or note how the content in the video connectsto or differs from information presented in thecourse text.Provide adequate light and time for stu-

dents to take notes.Interrupt the video when it’s useful to clarify

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content, check student comprehension, or

make connections to course content.Restart the clip by providing a brief sum-

mary of what has been covered so far and adding new information specific to theremaining material.Monitor student attention. Sit where youcan see if students are watching the film andtaking notes. As needed, quietly move tostand near students who are trying to sleep,

text message, or talk to their neighbors.If students seem particularly inattentive,consider ending the media early and moving

on to the next part of your lesson.

After the video,Turn off the media with as little disruption aspossible.In advance, prepare the FIRST thing you

will say to reengage students in class

participation. Try these approaches: repeata short provocative quote and ask studentswhat they thought about it; ask a specificstraightforward question about the content;ask for volunteers to share what they wrotefor their “assignment” during the video.Explain what you would like to do with

the rest of the class time. Building from

your initial question, let students know whatwill happen next and what is expected of them now that the film is over. For instance,will you lecture, take questions, or break intosmall group work? Remind students whichcourse objectives are relevant to the day’sdiscussion.Follow through. Refer to the video in

future discussions and exams to aid studentmemory and help them make connections

among concepts.

Actively engaging our students before,during, and after using video in the classroomhelps us encourage and monitor learning. If wecontinuously link the video clip to the courseobjectives, texts, lectures, and discussions,

students will quickly see that our video use is

not just entertainment—it’s education!

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Using Videoin the Classroom

By Kathleen Gray, CIDDE Teaching Assistant Services

“Video can supplement the course texts, helping

integrate ʻreal worldʼ material into the

classroom.”



pen and mouse modes, select different pen

colors, and invoke a software keyboard.

On the software side, the University

now has a site license that allows all fac-

ulty, students, and staff to run the SMART

software, particularly the SMART

Notebook. The software is available

through Computing Services and Systems

Development’s (CSSD) electronic software

distribution service <software.pitt.edu>

and can be installed on your desktop or

laptop computer so you can learn the

software, prepare classroom presentation

components in advance, or edit previously

saved notebooks.

The SMART Notebook software is

characterized by its ease of use, rich

instructional toolset, useful output op-

tions, and consistent user interface. Among

many other things, it allows you to:

Annotate over the slides of a

PowerPoint presentation during class

with the pen, highlighting important

information or making ad hoc

drawings to illustrate a concept.

Create a virtual whiteboard (an

effectively unlimited chalkboard space).

It is easy to move back and forth

between whiteboard pages and nothing

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How SMART Is Your Classroom?By Nick Laudato, CIDDE Associate Director

The University recently acquired new software and hardware solutionsfrom SMART Technologies that can help you prepare for class, engageyour students, and capture your “chalk” board writings.

Touch sensitive computing options are

evolving at a rapid pace and promise

to dramatically change the way we

make classroom presentations and interact

with our students.

You have probably already heard about

“Janus,” the University of Pittsburgh’sterm for a combination of hardware

and software technologies named after

the Roman god of portals, who can see

in opposite directions simultaneously.

Janus allows you to face your class while

making drawings and annotations on

a touch-sensitive LCD graphics pad so

your students can view them on a screen

behind you via a data/video projector.

(See TeachingTimes Vol. VIII No. 1 at

www.pitt.edu/~ciddeweb/teachingtimes/

SEP2002/it_update.html for a description

of Janus.)

This fall term, Janus has been given a

new face with the addition of hardware

and software from SMART Technologies,

the Canadian-based company that created

the original SMART boards. On the hard-

ware side is the new Sympodium DT770

interactive pen display. The DT770 is

larger than its predecessors (17 inches

diagonal) and can respond to either touch

or to a tethered pen. The touch capabil-

ity allows you to quickly use your finger

to make simple annotations (such as using

“digital ink” in PowerPoint). If you pick

up the pen and place it close to the screen,

the touch sensitivity will be automatically

turned off and you can use the pen for

finer annotations at sharper resolutions.

The Sympodium series also provides a

set of hardware buttons at the top of the

panel that allow you to switch between

SMART Notebook – Background from the Gallery

See IT Update: SMART on Page 14

needs to be erased to make room for a

new page.

Insert backgrounds and illustrations

(including Flash programs) into your

presentation from discipline-specific

galleries of objects.

Display and save classroom annotationsin popular formats such as Adobe

Acrobat (PDF), and post them to

CourseWeb (Blackboard) for later

review by your students.

Prepare illustrations and notes

in advance and then modify or

supplement them in the classroom.

Capture whatever is displayed on the

computer screen, make annotations on

it using the pen, and save it as a graphic

image.

The “Gallery” feature is particularly

interesting, providing a rich array of back-

grounds and graphics that can dramati-

cally enhance your presentations.

The Provost’s Classroom Management

Team (CMT) has equipped three newly

renovated classrooms in Posvar Hall (1500

1501, and 1700) with the new Sympodium

DT770. The Sympodium panels can be

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SMART Sympodium in WWPH 1700




Central to a discussion of a “new kind of

university” is the meaning of scholarship. As Boyer (1990) observed in discussing

the role of undergraduate higher education in

society, “One of the most crucial issues—the

one that goes to the core of academic

life—relates to the meaning of scholarship

itself. Scholarship is not an esoteric append-

age; it is at the heart of what the profession

is all about” (p.1). If something is “new” about

universities, that newness has to include

changes in the understanding of scholarship.

As the title of this chapter suggests, a form

of that newness may be found in the concept

of the scholarship of engagement: what it is,

how it is different, and what issues it raises for

engaging faculty in meaningful scholarship

across all disciplines.

The American Heritage Dictionary (2000)

identifies scholarship as the methods, disci-

pline, or attainments of a scholar; knowledge

resulting from study and research; or financial

aid for education. Focusing on its meaning

related to contributions to knowledge, Boyer’s

(1990) Scholarship Reconsidered has broad-ened the understanding of the term to include

four dimensions—discovery, integration,

application, and teaching. Discovery involves

adding to the stock of human knowledge.

Integration involves making connections across

disciplines that lead to new understandings.

Application involves the work of the academy

toward more humane ends. Contact, of course,

can take many forms. It can be incidental

and passive, or it can be regular and active.It can be one-directional or interactive, formal

or informal. More recently, the notion of the

scholarship of engagement builds on Boyer’s

definition by including active and interactive

contact between people inside and external to

the academy across the range of actions in-

volved in scholarship—from setting goals, and

selecting and applying means and methods, to

reflection and dissemination. It is that interac-

tion across the range of scholarship activities

that distinguishes the contact involved in the

scholarship of engagement.

Using the definition of the dynamic interac-

tion inherent in the scholarship of engagement,

it is possible to determine what is engagement

and what is not. For example, Louis Pasteur’s

making the connection between sewage and

disease while walking city streets in the 1800s

led to scholarship in the form of discovery and

application. His resulting search for an interven-

tion to treat a real-world problem shaped the

questions he asked leading to the discovery

of the germ theory of disease (Strokes, 1997).There is also a long history of contact with

persons and places outside the academy in

the form of dissemination through the transfer

of technical expertise by agricultural agents

connected to land grant universities. In neither

of these cases, however, were persons outside

of the academy actively involved in any of the

scholarship activities. They were not involved

in shaping the questions, choosing or execut-

ing the means, or reflecting on the results.Moreover, dissemination was one directional,

i.e., knowledge transferred from expert to

client. Thus while connected in one sense of

the term, absent interaction in the processes of

scholarship, these examples do not represent

the scholarship of engagement.

In contrast, Chicago residents of the Re-

nacer West Side neighborhood and faculty and

students at the University of Illinois-Chicago

worked together in designing the means to

increase employment opportunities for the resi-

dents. They did not accomplish their short-term

goal of increased employment, but collective

reflection by residents, faculty, and students led

to discovery and development of a longer-term

application that expanded employment op-

portunities beyond the neighborhood (Mayfield

& Lucas, 2000). Residents of colonias in south

Texas—rural communities and neighborhoods

bordering Mexico, which require sufficient

infrastructure and other basic services (U.S.

Department of Housing and Urban Develop-

ment, 2000)—participated as partners withfaculty members and students at the University

of Texas-Austin in implementing and reflect-

ing on the impact of a plan for enhancing

public service infrastructure for colonias in the

area (Wilson & Guajardo, 2000). Community

residents in East Saint Louis, Illinois, in the

1990s were instrumental in reframing discovery

and application questions being pursued by

The Scholarship of Engagement: What Is It?By David N. Cox, Executive Assistant to the President of The University of Memphis

See Scholarship of Engagement on Page 14



2006 Teaching Awards

Numerous schools and departments at the University of Pittsburgh present annual teaching awards. Recipients of 2006 awards that

are known to the Teaching Times are listed below. The Teaching Times prints an annual list of award recipients and welcomes informa-

tion about awards. Please contact Jo Rosol with this information: [email protected]

College of Business Administration

CBA Teacher of the Year Rob Gilbert

Distinguished Teaching Award Madeleine CarlinVicky HoffmanRay JonesRick Winter

College of General StudiesStudentsʼ Choice Award for Teaching Excellence Sherry Miller BrownEllen CohnDavid DefazioDavid KormanJoanne Meldon

Joseph M. Katz Graduate School of BusinessKatz School Outstanding Teacher of the Year Prakash MirchandaniG. Richard Patton

Executive MBA Outstanding Teacher of the Year Frederik Schlingemann

School of Law Student Bar Association Excellence in Teaching AwardLu-in Wang

School of Engineering Beitle-Veltri Memorial Award Jeffrey S.Vipperman, Mechanical Engineering

Outstanding TA Awards Obadamilola AlukoPeter J. MandevilleKristie A. Henchir Stephen C. KanickJyh-Pang LaiPeng Yuan

Zhiwei Shan

Graduate Student/Fellowship Teaching Awards Elizabeth Baranger Excellence in Teaching Award Luciano Martinez

Arts and Sciences Alessandra BeasleyPeter A. BellKathleen A. Bulger Jonathan GaffneyDarrick GrossSeung-Hoon HongCassie J. Majetic

Virginie MassonJoseph MitalaChristopher W. MorganPaul M. MorganPhillip J. MorganDavlyn K. NaumanStephen PellathyNicholas M. RosenfeldKatrina Steers-Wentzell

Graduate School of Public and International Affairs

Teacher of the Year AwardDonald GoldsteinNuno Themudo

Annual Teaching Awards David CerconeSiddharth ChandraErnest FullertonAnthony GiuntaDonald GoldsteinKevin P. KearnsWilliam Keller David Korman

Rajendranath MookerjeeEdward StrimlanMartha TerryNuno Themudo

2006 Teaching Awards continue on next page




School of Nursing Deanʼs Distinguished Teaching Award Yvette ConleyMarilyn HravnakValerie Swigart

School of Pharmacy Teacher of the Year Award

Rowena Schwartz Faculty Member of the Year Award Christine Schonder

University of Pittsburgh at BradfordExcellence in Teaching Award

Nancy G. McCabe

Alumni Association Teaching Excellence Award Isabelle A. Champlin

University of Pittsburgh at GreensburgDistinguished Teaching Award Shu-Jiang Lu

Alumni Association Award Mary Grace O’Donnell

University of Pittsburgh at JohnstownPresidentʼs Award for Excellence in Teaching David Willey

School of Medicine Kenneth E. Schuit Award Julie A. DeLoiaJames R. Johnston

Donald S. Fraley Award Elmer J. Holzinger

Sheldon Adler Award Clifton W. Callaway

Excellence in Clinical Precepting James R. JarvisMichael E. Wald

Altoona Family Physicians Medical Group:Donald BecksteadSherry DehaasTerry RuhlJennifer GoodKathy SweeneyElyssa Palmer

Clinical Preceptor of the Year Awards Franklyn P. CladisHollis D. DayAntoine B. DouaihyAmber M. Hoffman

Elmer J. Holzinger Sanjay LamboreWilliam McIvor Paul E. PhrampusSamuel A. TeshermanEvan L. Waxman

Curriculum Service Award Laurel Milberg

Student Award to a Senior Mentor Vincent Cuddy

Excellence in Education Awards John W. KreitJames R. JohnstonAllen L. HumphreyGregory J. NausDavid L. PatersonDonald B. MiddletonGeorgia K. Duker

2006 Teaching AwardsContinued from previous page



Continued from Page 4

HenkerContinued from Page 6

Smith

used from the built-in computer (you can

login with your University of Pittsburgh

account) or from a personal laptop (once

you’ve loaded the SMART software).

Instructional Media Services (IMS) can

also deliver similar LCD panels and

laptops to any classroom location on

campus.

Instructional Media Services can

deliver this technology solution to any

classroom <www.pitt.edu/~ciddeweb/

ims/media_request_form.htm> and the

Faculty Instructional Development Lab

(FIDL) can provide training in its use

<www.pitt.edu/~ciddeweb/fidl/janus_

training.htm>.


IT Update: SMART

faculty members and students at the University

of Illinois at Urbana-Champaign. The result was

the creation of knowledge more relevant to the

problems of the community (Reardon, 2000).

And in a West Philadelphia neighborhood,

community residents, public school and city of-

ficials, and faculty members and students at the

University of Pennsylvania worked together toredesign K-12 school curricula, pedagogy, and

social service programming, improving student

outcomes and adding to knowledge about ad-

vancing urban school systems (Harkavy, 1999).

In summary, the scholarship or engagement

is a set of activities. At its core are four dimen-

sions of scholarship—discovery, integration,

application, and teaching. It becomes the

scholarship of engagement through its active

and interactive connection with people and

places outside of the university in the activities

of scholarship, setting goals, selecting means

and methods, applying means and methods,

reflecting on results, and disseminating results.

Given the range of these dimensions and activi-

ties, the depth of connections may vary. At aless engaged level, the interaction may involve

only one dimension of scholarship or one of a

limited set of scholarship activities. At the deep-

est level, the interactions carry through multiple

dimensions and across all of the scholarship

activities. In each case, however, it is the pres-

ence of that interaction that distinguishes the

scholarship of engagement.

This is an excerpt from Chapter 8, “The How

and Why of the Scholarship of Engagement,”

by David N. Cox, executive assistant to the

president of The University of Memphis., in Cre-

ating a New Kind of University ; Institutionalizing

Community-University Engagement, edited

by Stephen L. Percy, University of Wisconsin-

Milwaukee; Nancy L. Zimpher, University of Cincinnati; and Mary Jane Brukardt; Eastern

Washington University. Copyright © 2006 by

Anker Publishing Company, Inc. Reprinted with

permission.

Scholarship of Engagement


An advantage of simulation teaching

is that scenarios can be developed

based upon lecture content during the

past term or from actual clinical events.

For example, if students received a

section of lecture content on anesthesia

care of the trauma patient, one of

the simulation scenarios might involve

caring for an injured motorcyclist.

Elements of real trauma cases can also

be added, and students reaffirm that

simulation sessions are more effective than

lecture alone.

Another benefit of simulation is that

students learn how to care for a patient

who has an unusual clinical event. Rare

anesthetic emergencies such as malignant

hyperthermia can be realistically presentedwith a patient scenario. Students are

expected to assess the situation, go through

differential diagnosis, identify a plan of

care, implement the plan, and evaluate

the plan. Consequently, management of a

rare event is more likely to be retained with

simulation teaching.

Interprofessional Communication

Although management of the patient

is an important piece of how a student

responds during the scenario, appropri-

ate interprofessional communication is

emphasized during the debriefing of the

simulation. Debriefing often occurs in a

conference room following the simulation

and typically includes review of a video of

the session and a log of events and treat-

ments. Led by faculty, debriefings include

the students involved in the scenario. They

are asked to critique themselves and en-

couraged to reflect and describe how they

might revise their performance.

In program evaluations, nurse anesthe-

sia program students frequently ask for

more simulation teaching. Simulation is

an effective and exciting way to teach but

it does require a great deal of faculty time

and energy. The faculty in our Nurse An-

esthesia Program fully support simulationand have become experts in the field. The

staff at WISER have been supportive and

have contributed to both the quality and

quantity of the simulation teaching within

the Nurse Anesthesia Program.

for understanding. Sometimes I ask

students to paraphrase what’s been said

to gauge whether the information is being

processed. Also, I ask questions to help

people see relationships across ideas that

initially may seem unrelated. I might ask

how a solution relates to that offered by a

previous group or how one idea relates to

another.




January Thursday, January 25, noon to 1:30 p.m.

“Facilitating Effective Online Discussions” · 815 Alumni Hall

Presenter: Carol DeArment, Senior Instructional Designer, CIDDE

Tuesday, January 30, 12:30 p.m.

Instructional Design Webcast (IDmCast*) · Tune in live to “Bloom’s Taxonomy.”

Presenter: Joanne M. Nicoll, Associate Director for Instructional Design, CIDDE

Every Wednesday at 12:30 p.m. in January tune in live to Blackboard Webcasts (BbmCasts)**

Every Thursday at 12:30 p.m. in January tune in live to Instructional Technology Webcasts (ITmCasts)***

February Friday, February 9, noon to 1:30 p.m.

“Interactive Teaching and Learning” · 815 Alumni Hall


Tuesday, February 27, 12:30 p.m.

Instructional Design Webcast (IDmCast*) · Tune in live to “Developing Outcomes” with Gary Stoehr, School of Pharmacy.

Every Wednesday at 12:30 p.m. in February tune in live to Blackboard Webcasts (BbmCasts)**

Every Thursday at 12:30 p.m. in February tune in live to Instructional Technology Webcasts (ITmCasts)***

March

To enroll in workshops, please contact Melanie Fox at [email protected] or 412-624-2896.

* The IDmCast provides a series of short presentations on teaching/learning topics in a synchronous Webcast (using Mediasite) followed by asynchronous

“copies” in various multimedia formats, including streaming video, podcasts, and Flash.

** The BbmCast provides a series of short presentations about the use of the Blackboard course management system. A variety of audio and video formats

are provided for ease of access. These sessions are available both “live” at the noon hour and captured for future review on the Web site.

*** The ITmCast provides a series of short presentations on instructional technology available to Pitt faculty. A variety of audio and video formats are provided

for ease of access. These sessions are available both “live” at the noon hour and captured for future review on the Web site.

To access these Webcasts online, go to www.pitt.edu/~ciddeweb

and under “Quick Links” choose “Instructional Technology mCast.”

Friday, March 16, noon to 1:30 p.m.

“Developing Teaching Portfolios” · 815 Alumni Hall

Presenter: Carol Washburn, Senior Instructional Designer, CIDDE

Friday, March 23, noon to 1:30 p.m.

“Creating a Learning-Centered Syllabus” · 815 Alumni Hall

Presenter: Carol Washburn, Senior Instructional Designer, CIDDE

Tuesday, March 27, 12:30 p.m.

Instructional Design Webcast (IDmCast*) · Tune in live to “Thinking About Putting Your Class Online?” with Tony Novosel,

Department of History.

Every Wednesday at 12:30 p.m. in March tune in live to Blackboard Webcasts (BbmCasts)**

Every Thursday at 12:30 p.m. in March tune in live to Instructional Technology Webcasts (ITmCasts)***

Calendar ofUpcomingEvents for

SpringTerm2007

Watch for flyers on the spring term Faculty Book

Discussions on “The Art of Changing the Brain:

Enriching the Practice of Teaching by Exploring

the Biology of Learning” by James Zull. The

sessions will be scheduled for March 2007.

Please contact Melanie Fox for more information

at [email protected] or 412-624-2896.

AprilFriday, April 6, noon to 1:30 p.m.

“Developing a Course” · 815 Alumni Hall

Presenter: Joanne M. Nicoll, Associate Director for Instructional Design, CIDDE

Friday, April 20, noon to 1:30 p.m.

“Wikis as a Teaching Tool” · 815 Alumni Hall


Tuesday, April 24, 12:30 p.m.

Instructional Design Webcast (IDmCast*) · Tune in live to “Survival Strategies for Teaching Six-Week Summer Classes”with Lydia Daniels, Department of Biological Sciences.

Every Wednesday at 12:30 p.m. in April tune in live to Blackboard Webcasts (BbmCasts)**

Every Thursday at 12:30 p.m. in April tune in live to Instructional Technology Webcasts (ITmCasts)*** C o

m e j o i n

y o u r

c o l l e

a g u e

s !



Teaching Times

University of Pittsburgh

Center for Instructional Development & Distance Education

4227 Fifth Avenue, Pittsburgh, PA 15260

Phone: 412-624-6596, Fax: 412-624-7220

Editorial staff: Carol DeArment, Editor; [email protected]

Alec A. Sarkas, Graphic Design & Illustrations; [email protected]

Dea r Fa cult y ,

A re y ou pla nning to dev elo p a new course or rev ise a n ex isting one? The Cen ter f or I n str u ction al Dev elo pm en t & Distan ce Edu cation ( CI DDE) prov ides serv ices to f a cult y in su p port of U niv ersit y tea ching a nd lea rning . I nstructiona l Dev elo pment serv ices include a ssisting instructors a s the y dev elo p a nd rev ise courses, lea rning a ctiv ities, course ma teria ls, a nd techniq ues to a ssess student lea rning . A CI DDE instructiona l desig ner w ill w ork directl y w ith y ou, a ccording to y our schedule, to hel p y ou crea te the ba sic com ponents of a new course or to reeng ineer a n ex isting one, using current a nd ef f ectiv e tea ching a nd lea rning stra teg ies. I n the pa st y ea r a lone, CI DDE prov ided these su p port serv ices to ov er 100 f a cult y members.

To g et more inf orma tion or to schedule a n a p pointment, plea se conta ct me a t 4 12- 624 - 7 37 2 or n icoll@ pitt.edu .

A ll the best,J oan n e M . N icoll A ssocia te Director of I nstructiona l Desig n a nd Fa cult y Dev elo pmentCI DDE

teaching times at pitt - nov 06

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