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So You Want to Teach? The Anatomy of a Course (August 2023)

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Instructors
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Heather Henderson, EdD, MA, MA, PMP
West Virginia University
Dr. Heather L. Henderson is an Assistant Professor in the Department of Health Policy, Management, and Leadership in the West Virginia University School of Public Health where she teaches Managerial Epidemiology for the MHA and MPH programs. Dr. Henderson is also the Director of Accreditation, Planning & Evaluation for the School or Public Health where her focus is on educational program evaluation. Additionally, she teaches Cultural Competency for the WV Rural AHEC Scholars Program. Dr. Henderson currently serves as Chair of the ASPPH Data Section, a member of the ASPPH Data Advisory Council, and a member of the ASPPH SoTL Peer Review Advisory Group. Serving a second term on the editorial board of Pedagogy in Health Promotion, Dr. Henderson actively supports teaching practice and research across healthcare. Dr. Henderson has over 21 years of classroom experience, with extensive graduate training in pedagogy, research, and educational psychology. Having taught all ages from pre-K through graduate school and having chaired multiple post-secondary departments, Dr. Henderson brings both teaching pedagogy and supervisory experience. In her spare time, Dr. Henderson enjoys nailbinding and building terrain for tabletop RPGs.
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Steve Davis, PhD, MPA, MSW
West Virginia University
Dr. Steve Davis is an Associate Professor (Educator-Scientist) in the Department of Health Policy, Management, and Leadership in the West Virginia University (WVU) School of Public Health where he teaches the Health Services Project Management and Writing for Public Health Audiences courses. Prior to his appointment in public health, Dr. Davis spent 19 years in the WVU Department of Emergency Medicine where he taught evidence-based medicine, clinical research methods, and medical statistics to resident and faculty physicians. He also developed and taught the Office and Personnel Management and Research courses for the Alderson Broaddus Postgraduate Physician Assistant Program-Emergency Medicine Track. From 2001-2006, Dr. Davis served on the Drexel University College of Medicine Executive Leadership in Academic Medicine (ELAM) finance faculty where he taught financial statements and wrote a budgeting case study of an academic medical center in distress. Dr. Davis is a past Chair and current Vice-Chair of the West Virginia Institutional Review Board (IRB) with 16 years of overall IRB service. He regularly lectures on the ethical conduct of research and completed a book chapter on ethical issues in pharmaceutical research. In 2022, Dr. Davis began a 3-year term of service on the Journal of Health Administration Education Editorial Board. In his spare time, Dr. Davis enjoys collecting and reading Batman comics and listening to heavy metal music.
Duration
3 two-hour synchronous virtual sessions

This course will be offered in August on the following dates:
  • Tuesday, August 1
  • Thursday, August 3
  • Tuesday, August 8
Each session will take place 12-2 PM Eastern time.


Learning Objectives
  • Apply elements of the Backward Design (Understanding by Design) approach in course development.
  • Apply elements of the Universal Design for Learning approach in course development.
  • Actively implement strategies, behaviors, and processes to reduce barriers to student learning.
  • Incorporate multimodal instructional strategies into the course design to foster greater student comprehension and retention of content.
Course Description
Many practitioners and graduate students are excited by the prospect of translating their years of experience into a course that effectively teaches the next generation of health administrators. However, deciding where to start when designing a course from scratch can be a daunting task. Multiple learning modalities, including the asynchronous online learning format favored by many part-time health administration students, create additional difficulties related to student engagement. Aimed at the introductory level, the boot-camp type virtual sessions offer doctoral students, practitioners, and new and aspiring faculty an opportunity to learn more about the best practices of teaching. Fundamental, evidence-based approaches to designing the body of a course including the Backward Design approach to course development, the Universal Design for Learning approach, as well as basic instructional strategies for engaging learners in multiple modalities will be covered. Real-world examples highlighting the development of health administration courses incorporating these approaches will also be shared. Participants will complete this course with the basic skills needed to design a course, develop learning objectives and assessments matched to the level of the student learner, and provide activities that promote active engagement and maximize student learning.