Teaching

Teaching Experience

Online Teaching and Course Development

Graduate Courses

During Summer 2016, I served as a Teaching Assistant for ISLT 7372: Exploring Blackboard (link to syllabus). With guidance from Dr. Somi Kim, I redesigned the course to incorporate a Learning Contract. The learning contract provided students an opportunity to “pre-reflect” on why they chose to take the course and reflect on the self-directed learning strategies that work best for them. In addition, the contract allowed students to create their own timeline and deadlines for completing course assignments. To evaluate the effectiveness of the learning contract, I developed a survey for students to complete at the end of the course and asked them to reflect on their experience and describe what worked well and not so well. Survey results indicate that students perceived the pre-reflection exercise and autonomy to create their own task scheduler as helpful to their self-directed learning.

Undergraduate and High School Courses

As an Instructional Editor for University of Missouri’s Center for Distance and Independent Study (2006-2008), I completed production of thirteen online courses, one of which received a national K–12 Course Award from the University Continuing Education Association and personally presented the winning course to legislators at the Missouri capitol. My role during course development was to manage the quality and schedule of courses as they moved from unedited manuscripts to online courses. I formatted course material to XHTML and ensured that all aspects of assigned courses successfully translated to the web. I was also responsible for all graphic design aspects of assigned courses, including creating vector-based graphics, photo graphics, and interactive Flash.

Continuing Education Modules

As a Senior Information Specialist and then an Instructional Technologist for MU Health Care (2008-2010), I collaborated with content experts to write, edit, develop, design, and deploy twelve new web-based training modules and worked with staff to review and revise eighteen existing modules. Modules were required training for more than 5,500 MU Healthcare staff members.

Face-to-Face Teaching

Pathlore Administrator Training Course

As an Instructional Technologist at MU Health Care’s Center for Education and Development, I taught the monthly Pathlore Administrator Training course. Pathlore is MU Health Care’s Learning Management System that documents, tracks, and reports training for more than 5,500 staff. The face-to-face training was computer-based and department administrators learned the fundamental elements of Pathlore.

Topic-based Teaching Sessions

During my coursework, I presented the following face-to-face topic presentations:

  • ISLT 9410: Human Computer Interaction
    Topic: Task Analysis Guided by Cognitive Work Analysis and Kim Vicente’s Human-Tech Ladder; PowerPoint file.
  • EDLPA 9450 Admin and Governance of Higher Education
    Topic: History of States’ Role in Higher Education; PowerPoint file, automated presentation created using Camtasia.
  • ESCPS 8630: Qualitative Methods in Education Research 1
    Topic: Ethnography–A Qualitative Research Strategy; PowerPoint file.
  • EDLPA 9620: Qualitative Methods 2
    Topic: Crystallization–A Postmodernist Deconstruction of Triangulation; handout.

Faculty Development Workshops

I served as co-facilitator for the following faculty development workshops:

  • Hoffman, K., Royse, L., Warne-Griggs, M. (2016) T3 Train-the-Trainer Interprofessional Faculty Development Workshop. Sponsored by the Josiah Macy Foundation, Columbia, MO.
  • Dyer, C., Royse, L., Craig, K., Deane, K., Parker, R. (2014). Taking your Institution’s IPE to the Next Level: Using IPEC Competencies to Develop and Improve Interprofessional Education. Presentation and workshop presented at Reynolds Grantee Annual Meeting. Las Vegas, NV (October 6-7, 2014).
  • Royse, L., Deane, K., Schlaudecker, J. (2013). Identifying the Essential Elements of Effective Interprofessional Communication. Presentation and workshop presented at Reynolds Grantee Annual Meeting. San Diego, CA (October 22, 2013).
  • Craig, K., Royse, L., Gray, P. (2012). Developing Longitudinal Geriatrics Programs for Medical Students: IPEC Competency-Driven Planning Workshop. Presentation and workshop presented at Reynolds Grantee Annual Meeting. St. Louis, MO (October 22, 2012).
  • Hoffman, K., Hosokawa, M., Royse, L., Dyer, C., Moylan, K. (2011). Developing Geriatric Cases as Patient-Centered Care Objective Structured Clinical Exams (PCC-OSCEs). Presentation and workshop presented at Reynolds Grantee Annual Meeting. St. Louis, MO (October 24, 2011).

Mentoring

Junior SISLT Master’s Student

During the Fall 2013 semester, a graduate student finishing her Master’s in Learning System Design and Development joined our instructional design team as a graduate assistant. I introduced the student to our Web application development process and guided her through task analysis for one of our new projects. The student joined me for interviews with eight faculty stakeholders. Interviews were recorded and, with my instruction and guidance, the student used audio files to create user task lists. User task lists guided development of the functional requirements document. In addition, I mentored her through the School of Medicine’s exam week and other routine evaluation processes. Fortunately, after she received her Master’s degree, she applied for one of our team’s instructional design positions, and is now a high-performing colleague.

Year 2 Medical Student

During the Summer 2013 semester, I mentored a Year 2 medical student during his summer research experience at the School of Medicine. I had recently completed direct observation of an interprofessional team “huddle” that took place on an inpatient medicine unit at University Hospital. Using a sociogram during observations, the aim of the study was to better understand the direction and frequency of interactions and the nature of communication among team members during the team “huddle” by evaluating who talks and to whom and what types of communication are taking place during each interaction. Through this project, I introduced the student to the research process, including the IRB application process, research design, and methods. I guided him through the process of using completed sociograms to create a sociomatrix for data analysis. In May 2014, we were fortunate to present our work as an oral presentation at the Academy for Healthcare Improvement annual conference. Currently, we are working to revise the manuscript before submitting for publication.

Development of Instructional Evaluation Materials

As an instructional designer at the School of Medicine, I serve as an active member of the Knowledge Management Group (KMG). The mission of the KMG is to transform data collection into quality and actionable information, thereby providing leadership to facilitate collaboration and valuable innovation in medical education. As a member of the KMG for the past five years, I serve as project lead for the revision and launch of the annual survey of all medical students—the annual survey is designed to provide timely information on the learning environment (e.g., communication, curriculum, and culture) within our school. In addition, I play an integral role in development of examinations for Year 1 and Year 2 medical students. Specifically, I collaborate with faculty and the Director of Evaluation to compile, edit, and proof assigned examinations and lead administration of all examinations.