A Road-Map of How to Inspire Transformational Change in the Areas of Innovation, Online, and Digital Education

Concurrent Session 3
Streamed Session Research Equity and Inclusion Community College

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Session Materials

Brief Abstract

This session will provide participants with an overview of how our higher education health sciences university drives transformational change. We will share our multifaceted strategy that facilitates positive change in the areas of innovation, online, and digital education. Our multi-faceted campus approach includes the use of the following: Innovation Steering Committee, innovation grants, Center of Innovative Clinical Practice, Technology Innovation Peer Support (TIPS), and faculty development sessions and certificates.  We will discuss how these faculty supports drive innovative change within our university. We will provide participants with a framework and example handouts. After the presentation, a reflective session will be conducted to encourage others to share their innovative approaches and strategies within their institutions. A collaborative discussion will center around effective mechanisms to drive transformational change in the areas of innovation, online, and digital education. An interactive technology will be used to prompt the discussion.

Presenters

Dr. Elisabeth McGee began her career as a physical and occupational therapist. She joined USAHS in 2005 and is based on the Saint Augustine, FL campus. She currently serves as Director of Simulation Education and CICP Operations. She has experience in simulation, educational technology, academia, and clinical practice. She currently serves as the Vice Chair for the Florida Healthcare Simulation Alliance Affinity Group through the Society for Simulation in Healthcare. She has served on several university committees including the Innovation Steering Committee, Transformational Steering Committee, the Faculty Development Committee, and the Technology Steering Committee. She has participated in key educational technology initiatives that revolve around effective simulated learning environments, online learning platforms, educational technology pilot processes, 3D printing, robotics, and virtual reality. She is currently pursuing her PhD in Educational Technology which has a strong focus in simulated learning, innovation, and multimedia learning.

Extended Abstract

This session will provide participants with an overview of how our higher education health sciences university drives transformational change. We will share our multifaceted strategy that facilitates positive change in the areas of innovation, online, and digital education. Our multi-faceted campus approach includes the use of the following: Innovation Steering Committee, innovation grants, Center of Innovative Clinical Practice, Technology Innovation Peer Support (TIPS), and faculty development sessions and certificates.  We will discuss how these faculty supports drive innovative change within our university. We will provide participants with a framework and example handouts. After the presentation, a reflective session will be conducted to encourage others to share their innovative approaches and strategies within their institutions. A collaborative discussion will center around effective mechanisms to drive transformational change in the areas of innovation, online, and digital education. An interactive technology will be used to prompt the discussion.

Topic 1: Innovation Steering Committee (ISC)

The USAHS Innovation Steering Committee (ISC) fosters innovative approaches for the curricular integration of educational technologies, the advancement of teaching excellence, and student support and engagement. The committee provides oversight for the identification, selection, evaluation, and implementation of approved pilot projects that support the University’s mission and strategic priorities. The ISC also provides support for faculty and staff professional development opportunities that advance innovative approaches. Example ISC flyers will be reviewed with participants.

Topic 2: Innovation Grants

We will review the two innovation grants our university offers: The Innovation Pilot Program Grant and the Innovation Training and Development Funding Grant. Examples of flyers and current pilots will be discussed.

The intent of the Innovation Pilot Program is to provide resources and support for initiatives related to innovative practices to support student learning, services, and support. The Innovation Steering Committee (ISC) will review applications for pilot projects that allow faculty and staff to explore opportunities to advance the university’s innovation goals and objectives, including but not limited to pilots that focus on the following 2019 priorities: Technologies that enhance Simulated-Based Learning Experiences Innovations that advance Student Support and Institutional Engagement Engaging Online Learning Technologies or Strategies Innovations that facilitate rich Interprofessional Education encounters that bring professionals together across various health profession programs.

 

 The intent of the Innovation Training and Development Funding grant is to provide resources that support faculty and staff with professional development opportunities that advance innovative thinking, new ideas, and the exploration of new strategic approaches to meet the university’s innovation goals and objectives, including but not limited to participation in events offering: Curriculum development opportunities for embedding innovative teaching and learning methodologies Training and demonstrations on software, hardware and equipment Opportunities to participate in innovative collaborations with external organizations Opportunities to attend relevant conferences and development activities Opportunities to evaluate performance of innovation initiatives by use of assessments and metrics against desired outcomes.

 

Topic 3: Center for Innovative Clinical Practice (CICP)

 

The mission of the USAHS Center for Innovative Clinical Practice (CICP) is to promote excellence in health care education through innovative and immersive simulation-based learning experiences to improve patient safety, interprofessional collaboration, professionalism, and high-quality patient care. The CICP provides face-to-face and virtual events that center around face-to-face and online simulation education. The CICP collaborates with the online learning department to develop engaging online simulated learning experiences for students and faculty.  Examples of flyers and online faculty development sessions will be shared with participants.

 

Topic 4: Technology Innovation Peer Support (TIPS)

 

The Technology Innovation Peer Support (TIPS) team is comprised of a group pf faculty on each of our 5 campuses. These faculty provide peer assistance to promote innovative ideas to advance teaching effectiveness. The team offers lunchtime discussion groups, seminars, and one-on-one consultation opportunities. Examples of IPS sessions include:

  • Using Audio and Video to Personalize Course Unit Introductions and Conclusions
  • Time Management Strategies for Teaching Online
  • Effective Discussion Board Conversations

Examples of flyers and TIPS sessions will be shared with participants.

 

Topic 5: Faculty Development Sessions and Certificates

 

The University of St Augustine for Health Sciences offers several certificate programs designed to build strengths within the faculty. These certificate programs are designed to further individual faculty member’s professional development and to support the needs of the academic programs at the University. Examples of certificate tracks include:

  • Active Learning and Engaged Teaching
  • Making the Most of the Blackboard Classroom
  • Online Teaching

 All certificate programs require completion of several online courses, mentoring in that program, and a capstone project. Programs consist of between 30 and 40 contact hours. Certificates can be completed in as little as three terms, but faculty can work at their own pace on the programs. Faculty may be enrolled in more than one certificate program but can work with their program director to determine which of the programs fit with their professional growth plan. Admission to these programs is with program director approval. Upon completion of a certificate program, the faculty member will receive a $300 stipend, a certificate and a digital badge.  All programs contain coursework, being mentored, serving as a mentor, and a capstone project. Certificate programs will be shared with participants to fuel discussion around transformational change in innovation, online and digital change.