Your Second Lane
To smooth faculty members’ entry to Lane 2, the Institute offers several opportunities to enhance teaching effectiveness. New faculty members are strongly encouraged to enroll in a course to get familiar with theories of adult learning in health professions education. All faculty members are welcome to participate free of charge.
This three-credit course, offered fully online, is the first in a series that can lead to a certificate or master’s degree in health professions education. Participants apply foundational principles of adult learning to the processes of designing, developing, and implementing instruction.
|HE 712||online||summer or fall||3||syllabus or similar document for clinical education|
This three-credit course prepares future and current health professions faculty to design a course syllabus. Participants deliver a 30-minute teaching presentation and receive feedback from interprofessional classmates.
|HRS 950||face-to-face||spring||3||syllabus and teaching presentation|
EYI is composed of a series of modules which will inform you about the use of online tools for a variety of instructional activities, including online discussions, the design and management of group projects, and methods of assessment. There is even a module describing some creative and innovative ways to incorporate virtual or “take-home” laboratory experiences into your course. EYI is a course within D2L.
The information in the EYI modules can be applied to your course whether you are teaching fully online, fully on campus with a D2L presence (“web-enhanced”) or in a blended model combining both online and face-to-face instruction.
Each module includes a brief video presentation about the topic, a list of resources to guide and support your work, access to assistance in using D2L help as you build the tools discussed in the modules, and a list of references for further information. There is also a brief quiz associated with each module so that you can “test” your mastery of the material.
In the video in each module, you will meet Dr. Brown and Dr. Green, two faculty members at the IHP. Dr. Brown has been teaching for many years; he is what author Marc Prensky would refer to as a “digital immigrant” someone who is adapting to online instructional technology as a new environment. Dr. Green is a “digital native”, born into the digital age. While Dr. Brown is learning to incorporate technology into his teaching, Dr. Green is learning to incorporate principles and practice of good teaching into her use of technology.
Each module stands alone, although we do encourage you to begin with the Introduction module, which will tell you more about how the modules are constructed and will provide some helpful information about the role of the instructor when teaching in the online environment.
The faculty role in advising is key to the teaching and learning mission of the MGH Institute. Connecting with faculty advisors helps students feel more engaged with their studies. Even in lockstep programs like many of ours, advisors can encourage students to reflect on the sum of their education and to refer them to resources that will help them achieve their professional goals.
In recognition of the crucial role of faculty members in student success, the MGH Institute has adopted a model for faculty advising that encompasses two approaches:
- Proactive advising assists in building relationships with students by anticipating their needs and connecting them to appropriate resources and support
- Developmental advising focuses on students’ capacity for growth and strengthens their interpersonal interactions, problem-solving, and decision-making skills.
Article Archives: Course Planning, Teaching and Evaluating
Get started with planning your course using these recommendations for structuring your syllabus, selecting readings, and designing and organizing your course. Make the learning process more active and engaging by incorporating research-based strategies, learning activities, and best practices to increase students' learning and deepen mastery of what they learned. Learn how to address common teaching challenges. Assess student learning, and evaluate and improve your teaching.