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A Curriculum Redesign Conundrum: Facilitating Faculty Professional Development and Engagement Around Instructional Methods and New Educational Technologies . Contact Information. Amanda Albright Instructional Technology Support Specialist Geisel School of Medicine at Dartmouth

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  1. A Curriculum Redesign Conundrum: Facilitating Faculty Professional Development and Engagement Around Instructional Methods and New Educational Technologies

  2. Contact Information Amanda Albright Instructional Technology Support Specialist Geisel School of Medicine at Dartmouth amanda.l.albright@dartmouth.edu Brian Reid Associate Director of Computing Curriculum Applications Specialist Geisel School of Medicine at Dartmouth brian.p.reid@dartmouth.edu Virginia Lyons Associate Professor of Anatomy Assistant Dean of Year 1 Curriculum Geisel School of Medicine at Dartmouth virginia.t.lyons@dartmouth.edu Alison Ricker Program Administrator Office of Medical Education Geisel School of Medicine at Dartmouth alison.d.ricker@dartmouth.edu

  3. Session Goals • Discuss the challenges around engaging basic science and clinical faculty in professional development opportunities around improving fluency with educational technology. • Identify marketing and communication methods to announce availability of professional development opportunities and support basic science and clinical faculty. • Identify methods for delivering professional development opportunities and instructional resources to faculty learners with different preferences and needs. • Develop a list of best practices for facilitating faculty discussions around instructional methods and educational technologies being integrated into the new curriculum.

  4. Session Overview • Introduction and Goals (5 min) • Group Discussion: Shared Challenges (10 min) • Breakout Groups: Essential Questions (55 min) • Summary/Report Findings (10 min) • Closing Thoughts/Next Steps (10 min)

  5. Shared Challenges • What challenges have you experienced during the curriculum reform process and/or the implementation of new pedagogies and technologies for instruction? • What are the sources of resistance? • How do these challenges translate to issues for engaging faculty in discussions around the new curriculum, instructional methods, and professional development?

  6. Essential Questions Marketing and Communications • What challenges have you encountered with marketing and communicating the availability of professional development opportunities and instructional support? • What methods for marketing and communication have you found successful? What was not as successful? • What new or different ideas have you heard about but have not yet tried? • Who provides professional development opportunities around teaching and learning at your institutions?

  7. Essential Questions Methods for Engaging Faculty • What challenges have you encountered engaging faculty in professional development? • What methods have you used for engaging basic science and clinical faculty in professional development opportunities around instructional methods and improving fluency with educational technology? • How were these methods determined - needs analysis, survey, trial and error, or other methods? • Which methods are most widely used?

  8. Essential Questions Facilitating Faculty Discussion • What are some of the practices you have found most useful for facilitating faculty discussions/sharing of best practices around instructional methods? • Do the same practices apply to discussions about integrating new educational technologies?

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