The student will be able to:

1. Compare and contrast the three major categories of learning theories: constructivism, behaviorism, and cognitivism.
2. Using an instructional design model, create an instructional module of 30 to 60 minutes in length.
3. Create learner-centered, performance-based objectives and student learning outcomes that support active learning and critical thinking and problem solving.
4. Develop learning activities for a didactic course, a lab course and a clinical course, and cite current educational best practices used in the creation of the learning activities.
5. Create two different evaluation tools, a formative and summative evaluation.
6. Develop teaching strategies to foster academic integrity.
7. Analyze the relationship between creating an inclusive classroom and federal legislation and campus policies that address nondiscrimination on the basis of sex, gender, sexual orientation, age, physical ability, race, religion, nationality, citizenship, and other factors.
8. Examine a standard from an accreditation document and develop an plan for what documents would be appropriate as exhibits to show compliance with the accreditation standard.

1. Pedagogy and learning theories
   1. Constructivism
      1. Piaget, Kolb, Dewey, Montessori
      2. Problem-based learning
      3. Active learning
      4. Knowledge building
   2. Behaviorism
      1. Social learning theory
      2. Reinforcement and repetition
   3. Cognitivism
      1. Gestalt theory
      2. Instructor as facilitator
2. Instructional design models
   1. ADDIE model in instruction
      1. Analysis
      2. Design
      3. Development
      4. Implementation
      5. Evaluation
   2. ARCS model of motivational design
      1. Attention
      2. Relevance
      3. Confidence
      4. Satisfaction
3. Course design
   1. Course outline of record
      1. Required components
      2. Objectives and learning outcomes
      3. Blooms taxonomy
      4. Content alignment with objectives
      5. Textbooks and resources
      6. Disciplines
      7. Content development for labs and clinics
      8. Methods of instruction
      9. Methods of evaluation
      10. Curriculum approval process
      11. Title 5 Education Code and curriculum
   2. Syllabus design
      1. Basic information
      2. Course description
      3. Learning outcomes/goals/objectives
      4. Materials
      5. Requirements: exams, quizzes, assignments
      6. Policies: grading procedures, attendance, participation, etc.
      7. Schedule: tentative calendar of topics and readings, exam dates, drop date
      8. Resources: tips for success, glossaries, links, academic support services
      9. Statement on accommodation
      10. Evaluation of student performance and grading criteria
      11. Rights: students' and instructors'
      12. Safety and emergency preparedness
      13. Honor code
      14. Disclaimer
   3. Class presentation considerations
   4. Online and hybrid instruction considerations
4. Learning activities
   1. Lecture
   2. Discussion
   3. Debate
   4. Presentations
   5. Small group
   6. Case studies
   7. Journal reviews
   8. Peer review
   9. Simulation
   10. Role playing
   11. Labs
   12. Clinics
   13. Online and hybrid delivery activities
5. Evaluation
   1. Setting expectations, standards and criteria
   2. Consistency and fairness in grading
   3. Constructive feedback
   4. Rubrics for evaluation
   5. Faculty calibration and inter-rater reliability for multiple examiners
6. Academic misconduct
   1. National statistics on academic dishonesty
   2. Forms of academic misconduct
      1. Plagiarism
      2. Test-taking and cheating
   3. Causes of academic misconduct
   4. Strategies to promote academic honesty
   5. Responding to academic misconduct
7. Faculty
   1. Minimum qualifications
   2. Full time faculty
      1. Tenure
      2. Non-tenure
   3. Part time faculty
   4. Evaluation
      1. Self-evaluation
      2. Institutional evaluation
      3. Student evaluation
   5. Professional development
      1. Instructional competency
      2. Strategies for improving instruction
      3. Teaching portfolios
      4. Mentoring students
8. Professional responsibilities and ethics
   1. Student information and privacy rights
   2. Inclusive environment
   3. Fair evaluation of student performance
   4. Standards of professionalism
   5. Sexual harassment and sexual assault
   6. Students with disabilities and accommodations
9. Accreditation
   1. Institutional accreditation
   2. Program specific accrediting bodies
      1. Standards
      2. Exhibits and documentation addressing the standards
      3. Site visits
      4. Resources

Not applicable.

Writing an academic paper comparing the major learning theories and evaluating the theories that seem most relevant to educating adult allied health students
Creating learner-centered, performance-based objectives and student learning outcomes that support active learning and critical thinking and problem solving
Using an instruction design model, creating an evidence-based educational module that includes all the required and recommended components to facilitate student success
Peer review of an instructional module using a rubric
Examining a standard from an accreditation document and developing a plan for what documents would be appropriate as exhibits to show compliance with accreditation standards

Lecture
Discussion
Individual and collaborative activities in and out of class

Bastable, Susan B, Margaret M. Braungart, Pamela R. Gramet, Karen Jacobs, and Deborah L. Sopczyk. Health Professional as Educator, Principles of Teaching and Learning, 2nd ed. (ISBN 978-1284155204). 2020.

Nilson, Linda B.. Teaching at Its Best: A Research-Based Resource for College Instructors, 4th ed. (ISBN 978-1119096320). 2016.

The Nilson text is older than five years, but is an excellent resource for this course. It is a resource text, not required for the course.

1. Read from relevant textbooks, peer-reviewed journals, and current periodicals, 50-100 pages per week.
2. Evaluate curriculum.
3. Create various educational materials.
4. Final assignment/term project: work with a independently or in a small group to prepare and present a an educational module.