『The Learning Curve presented by the Academic Commons』のカバーアート

The Learning Curve presented by the Academic Commons

The Learning Curve presented by the Academic Commons

著者： The Academic Commons
無料で聴く

The Learning Curve presented by the Academic Commons aims to illuminate higher education teaching & learning through the power of shared experiences and research-informed practices. Through engaging discussions and expert insights, we aim to empower educators to transform their teaching practices, enrich student learning experiences, and contribute to a culture of evidence-based pedagogy in higher education.Copyright 2025 All rights reserved. 個人的成功 自己啓発
エピソード
  • Designing Capstone Projects with Dr. Rosie Frasso & Dr. Katie DiSantis

    Designing Capstone Projects with Dr. Rosie Frasso & Dr. Katie DiSantis
    2026/09/02
    In this episode, Rosie Frasso, PhD, SM, SM, CPH, and Katie DiSantis, PhD, MPH, discuss how faculty can design meaningful capstone experiences that help students integrate and apply what they have learned throughout a curriculum. They share practical strategies for guiding students through long-term projects, including identifying feasible research questions, building structured support systems, leveraging campus resources, and providing ongoing feedback. Listeners will gain ideas for creating capstone experiences that are aligned with program outcomes, responsive to student career goals, and designed to produce authentic work with value beyond the classroom. Guest: Rosie Frasso, PhD, SM, SM, CPH Role: Victor Heiser, MD Professor of Population Health; Program Director – Master of Public Health; Director of Mixed Methods Research at the Asano-Gonella Center for Medical Education & Health Care, Sidney Kimmel Medical CollegeExpertise: Health equity, mixed methods research, qualitative research, public health education, policy evaluation, and improving health outcomes for vulnerable populations. Guest: Katie DiSantis, PhD, MPH Role: Associate Professor; Associate Director, Institute for Smart & Healthy CitiesExpertise: Health equity, childhood obesity prevention, food access and nutrition, community-based public health research, and equitable food systems. Quote from the Episode: "Designing a capstone that has some options [...] leads to student success and to things that actually become products they can use when they're interviewing and when they're going out to start their career." Dr. Katie DiSantis Getting Started: Review your curriculum and student learning outcomes to conceptualize a capstone that serves as the program's culmination.Design capstone projects that connect to students' career goals and provide value beyond the classroom.Establish clear expectations, iterative feedback cycles, and high standards while providing pathways for students to reach those standards.Connect students with topic experts, librarians, and other support resources early in the capstone process to help them refine ideas and identify meaningful research questions.Contact us to talk about reviewing your program’s curriculum to develop a capstone project. Terms to Know: The terms below are mentioned in the episode, and for context and clarity, we've provided brief definitions of potentially unfamiliar terms you may hear. Capstone: A culminating project that usually takes place at the end of a degree program in which a student applies all the knowledge and skills they have learned to a real-world problem or research project.Mixed Methods Research: A research approach that integrates both quantitative (numerical) and qualitative (non-numerical) methods to provide a more comprehensive understanding of a research question.Institutional Review Board (IRB): A committee that reviews research involving human participants to ensure ethical standards, participant protections, and regulatory compliance are maintained.Lay Summary: A plain-language summary of a research project designed for audiences without specialized knowledge, making research findings more accessible and understandable. Selected Resources: The Learning Curve team curated this list based on university resources or guest recommendations. Allen, Kate, "A Qualitative Anaylsis of Patient Perspectives on Inpatient and Outpatient Addiction Care in Philadelphia, PA" (2026). Master of Public Health Capstone Presentations.Presentation 625. https://jdc.jefferson.edu/mphcapstone_presentation/625Bhave, Priya, "Vaccination Rates Among Adults by Primary Care Provider Status Utilizing 2024 BRFSS Data" (2026). Master of Public Health Capstone Presentations.Presentation 630. https://jdc.jefferson.edu/mphcapstone_presentation/630Choi, Daniel, "Association of Screen Time and Adolescent Body Image: Findings from the 2022-2023 National Survey of Children's Health" (2026). Master of Public Health Capstone Presentations.Presentation 628. https://jdc.jefferson.edu/mphcapstone_presentation/628Chovatia, Divyata, "The Hidden Burden of Oral Pain: Associations with Depression in U.S. Adults using NHANES 2021-2023" (2026). Master of Public Health Capstone Presentations.Presentation 632. https://jdc.jefferson.edu/mphcapstone_presentation/632Fox, Mackenzie, "Of Black Wombhood: A Qualitative Study of Educational Impact" (2026). Master of Public Health Capstone Presentations.Presentation 633. https://jdc.jefferson.edu/mphcapstone_presentation/633Gee, Rachel, "The Impact of Nutritional Status on Surgical Site Infection Rates Among Total Joint Arthroplasty Patients: A Rapid Review" (2024). Master of Public Health Capstone Presentations.Presentation 549. https://jdc.jefferson.edu/mphcapstone_presentation/549Kilgo CA, Sheets JKE, Pascarella ET. The link between high-impact practices and student learning: Some longitudinal evidence. Higher education. 2015;69(4):509-525. doi:...
    続きを読む 一部表示
    28 分
  • Inclusive Practices with Dr. Karla A. Bell & Dr. Audrey Zapletal

    Inclusive Practices with Dr. Karla A. Bell & Dr. Audrey Zapletal
    2026/08/25
    In this episode, Karla A. Bell (she/they), PT, DPT, PhD, FNAP and Audrey Zapletal (she/her/hers), OTD, OTR/L, FNAP, discuss what it means to create truly inclusive learning environments in higher education. They explore intentional course design and the importance of recognizing the diverse identities and experiences students bring to the classroom. Listeners will gain practical strategies for fostering belonging, navigating challenging conversations, reducing barriers to learning, and embedding inclusive practices into everyday teaching. Follow and subscribe to be notified about new episodes! Episodes premiere monthly, every first Wednesday at 10:30AM. Head over to our webpage to check out more episodes and learn more about the podcast! Guest: Karla A. Bell (she/they), PT, DPT, PhD, FNAP Role: Professor, Department of Physical Therapy, Assistant Provost of Diversity, Equity, Inclusion - Center City Campus, Co-Founder of Sexual and Gender Minorities Education and Training (SGMET) Professional Development ProgramExpertise: Health equity, LGBTQ+ inclusion, structural competency in professional education, population health and mitigation of healthcare disparities Guest: Audrey Zapletal (she/her/hers), OTD, OTR/L, CLA, CHSE, FNAP Role: Teaching Associate Professor, Doctor of Occupational Therapy, Co-Founder of Sexual and Gender Minorities Education and Training (SGMET) Professional Development ProgramExpertise: Occupational therapy education, healthcare simulation, and experiential learning Quote from the Episode: “Inclusion is not an add-on. It's really embedded in how the course and teaching is structured and facilitated.” Karla A. Bell, PT, DPT, PhD, FNAP Getting Started: Use a brief survey or reflection activity to learn students' names, pronouns, goals, and support needs.Establish discussion norms that encourage respectful dialogue, curiosity, and belonging.Implement one inclusive practice, gather feedback, and refine your approach over time.Consider your current practices with the Inclusive Teaching Strategies Self-Assessment and Reflection ToolContact us to talk about inclusive course design. Terms to Know: The terms below are mentioned in the episode, and for context and clarity, we've provided brief definitions of potentially unfamiliar terms you may hear. Intersectional Lens – A framework for understanding how different aspects of identity, such as race, gender, class, disability, and sexual orientation, interact to create unique experiences of privilege or oppression.Psychological Safety – Creating an environment where students feel valued, able to participate, and comfortable sharing their perspectives.Brave Space – A learning environment that acknowledges the challenges that both students and faculty have when attempting to discuss difficult and/or sensitive topics such as race, power, privilege and the various forms of oppression for the purpose of learning.Community Agreements – Co-created expectations between students and faculty detailing a shared understanding of how everyone will work together during the course. They allow students to advocate for their needs and ensure their voices are heard and valued in the classroom.Inclusive Teaching - The intentional design of learning environments that recognize, value, and support the diverse identities, experiences, and ways of knowing that learners bring with them. Selected Resources: The Learning Curve team curated this list based on university resources or guest recommendations. Universal Design for Learning: Academic Commons Page Professional Development Program For Sexual and Gender Minority Education and Training (SG-MET)Zapletal, A., Baird, J., Van Oss, T., Hoppe, M., Prast, J., & Herge, E.A. (2022.) Clinical Simulation for Health Care Professionals. Slack Incorporated/Routledge.Hanna-Attishaand, M. (2018). What the eyes don't see: a story of crisis, resistance, and hope in an American city. One WorldZakrajsek, T. (2022). The New Science of Learning (3rd ed). RoutledgeZamani-Gallaher, E., Choudhuri, D.D., & Taylor, J.L. (2023). Rethinking LGBTQIA Students and Collegiate Contexts: Identity, Policies, and Campus Climate. RoutledgeAcademic Commons Upcoming Workshops and Events
    続きを読む 一部表示
    34 分
  • Active Learning with Dr. Ruth Jeminiwa

    Active Learning with Dr. Ruth Jeminiwa
    2026/07/01

    In this episode, Ruth Jeminiwa, PhD, discusses active learning strategies that increase engagement, support students, and improve learning outcomes. She offers practical advice to develop more student-centered lessons that lead to deeper learning and well-prepared learners who can apply their knowledge through problem-solving, collaboration, and real-world connections.

    Guest: Ruth Jeminiwa, PhD

    • Role: Assistant Professor of Pharmacy Practice
    • Expertise: Pharmacoeconomics, active learning, shared decision-making, improving patient health outcomes

    Quote from the Episode: “Traditional lectures can sometimes feel like a one-way street where the expert provides information... Active learning flips that dynamic. Students become active partners. They help to build their own understanding by engaging directly with the content.” Ruth Jeminiwa, PhD

    Getting Started:

    • Explore active learning strategies and determine what might work well for your learners.
    • Implement one strategy in a part of your course and gather student feedback.
    • Make changes to the strategy you tried and incorporate other strategies to build your active learning tool kit.
    • Contact us to talk about active learning strategies and implementation.

    Terms to Know:

    The terms below are mentioned in the episode, and for context and clarity, we've provided brief definitions of potentially unfamiliar terms you may hear.

    • Active Learning: Engaging students as partners in the learning process, in contrast to “traditional” methods where students passively receive knowledge from an expert.
    • MOOC: Acronym for Massive Open Online Course, a free online course open to anyone who wants to take it.
    • Flipped Classroom: a type of instruction where students complete some knowledge acquisition tasks independently before class, and class time is devoted to reinforcing or applying the knowledge.
    • Case-based Learning: an active learning strategy in which students apply their knowledge to real-world case studies.
    • Jigsaw Activity: A strategy in which students work in small groups to develop knowledge about a given topic, becoming “experts,” before teaching what they have learned to another group, comprised of “experts” on other topics. (For example, groups AAA BBB CCC re-group into ABC ABC ABC and teach their groupmates.)
    • Think-pair-share: A simple active learning strategy where the instructor poses a question or problem, students think for a moment on their own, then spend a few moments discussing the answer with someone near them and finally share out to the rest of the class what their pair discussed.

    Selected Resources: The Learning Curve team curated this list based on university resources or guest recommendations.

    1. Learner Engagement – Academic Commons Page
    2. Jeminiwa, R. N., Abillar, T., Szeliga, M., Patel, H., & Santiago, E. (2025). The impact of a modified jigsaw activity incorporating educational YouTube reels on pharmacy students’ learning outcomes. Currents in Pharmacy Teaching & Learning, 17(10), 102437. doi:10.1016/j.cptl.2025.102437
    3. Major CH, Harris MS, Zakrajsek T. Teaching for Learning : 101 Intentionally Designed Educational Activities to Put Students on the Path to Success. Second edition. ROUTLEDGE; 2021.
    4. K. Patricia Cross Academy Higher Education Teaching Techniques Video Library
    5. Academic Commons Upcoming Workshops and Events
    続きを読む 一部表示
    21 分
adbl_web_anon_alc_button_suppression_t1
まだレビューはありません