As a clinician, I fully subscribe to the concept that one cannot practice clinical medicine without a strong background in the basic sciences. As such, my educational efforts often challenge the student to link new and challenging clinical scenarios with often forgotten and neglected basic science principles. While this may be stressful for the learner, I feel that only by linking these valuable building blocks can one become a well rounded and well read clinician. I must admit that I believe that some degree of "tension" should exist in the learning process, specifically inspiring students to want to be "the smartest person in the room." By providing this role model I hope to mimic the excellent training I received during my time at this medical school and hopefully inspire students to practice the best medicine possible.
Dr. Lauren Germain
“Knowledge” is being created more quickly than any person can fully learn, teach or use it. In this context, critical thinking, systems understanding, and teamwork are essential to education in all forms. As an educator, two of the most powerful tools we have are good questions and specific feedback to learners. As an assessment professional working in our health professions university, I believe that learner assessment and feedback are our responsibility not only to learners, but to society.
Students at Upstate are well-prepared, self-motivated, adult learners. As educators here, I feel that our first responsibility is to provide them with high-quality, well-organized materials - lectures, labs, small-group challenges, and more - to serve as springboards for their learning. Next, we cultivate a highly collaborative, interactive learning environment that encourages each learner to leverage the remarkable human resources available on campus. High on that list of remarkable resources are their fellow students. Many of our first-years have not previously had the experience of being surrounded by genuine intellectual peers and collaborators. We push them hard to build bridges to their peers that develop into long-term professional networks and enable them to become comfortable with the highly team-based modern medical workplace. It is an honor to be part of this process of personal and professional growth.
My major role is teaching students in a text-based, asynchronous, online learning environment. My goal of online teaching is to prepare the students to become self-motivated, lifelong learners. The online setting requires me to become a good coach, facilitator, and instructional designer who knows how to use emerging technologies innovatively in teaching. To help students construct their own learning in an online education setting, my philosophy of education is to guide students as a mentor rather than as a sage on the stage, based on the constructive learning theory. I strive to create a meaningful learning environment so that students can relate new information to the information that they already know. This understanding will allow students to use new evidence-based knowledge as a powerful tool to improve the quality of health care.
My reason to participate within the Academy is to share my expertise and experiences with other Academy members, but also to use my background to the benefit of the teaching faculty at Upstate at large. Having performed educational research studies and received some grant funding for these endeavors I would like to continue my scholarly activities in this area and feel that the Academy is a great venue to do so.
I believe all students are deserving of the best education possible. Students at the College of Nursing seek advance degrees ranging from Baccalaureate to Doctoral level. Our students are Registered Nurses, many with experience working in this capacity in various health care settings. My philosophy of teaching is to impart the spirit of continuous improvement at all levels so learners seek new knowledge and learning opportunities while advancing their education and clinical practice. My hope as an educator is to inspire and prepare nurses to practice effectively as highly skilled and collaborative interdisciplinary team members to improve patient outcomes. I support this philosophy by showing respect, thoughtful reflection and continuous refinement of my teaching practice. I consider teaching future practitioners an opportunity to instill a continuous life-long appreciation and passion for the profession I am committed to advancing.
1. Course materials and activities must be coherent and relevant to clinical practice. Objectives, activities, assignments, and assessments should be clearly described and linked to expected student outcomes. Linkages between, and across, didactic and clinical courses should be explicit.
2. Principles of adult learning and activities that require different learning styles should be incorporated across the curriculum to support learner engagement and motivation. Students should be held accountable for their learning and teachers should model the outcomes that they anticipate the students will perform/achieve/demonstrate.
3. Authentic learning experiences should be provided across the curriculum to ensure achievement of requisite performance competencies in knowledge, skills, and behaviors.
4. Students should be provided with ongoing formative/summative assessment and feedback opportunities including 360 degree evaluations (from clinical/academic faculty, peers, patients and standardized patients) to promote the identification of learners' strengths and areas that need to be developed.
5. Self-assessment and reflection are requisite for deep learning and personal meaning-making.
My philosophy about teaching is the same as my approach to any skill, hobby, sport, or job. (1) Pick one that you intrinsically like. (2) Always look for ways to improve your knowledge and skills. (3) Accept change as a positive thing and always try different ways to approach both problem areas and places which you are already an expert. The key is to always move forward with knowledge, skills and application. My hope is that students can appreciate this through my teaching and role modeling. Teaching and learning are both progressive processes where teacher and students should strive to always continue their education and improve themselves in every way possible!
I have been so fortunate to be able to share the joy of learning. Science and Medicine are so intrinsically interesting and help me understand what I observe and experience. “Isn’t that Cool!” As I understand more clearly how ideas and experiences come together, I want to share it with my learner’s.
Over the years, I’ve studied the ways in which I learn as well as how my students learn. The similarities and differences are fascinating. Educationally, I strive to connect new information and experiences with previous ones. Where possible, I try to connect to the person’s own experience. Improvements in group and individualized instruction for me grows from studying my learners. I also like to study skill development similarly to understand acquisition and guide practice. What could be better than the privileged position I hold as a medical educator.
Pamela Youngs Maher
My philosophy of education stems from servant leadership. As Director of Online & Distance Learning, my primary role is to serve faculty by pairing their subject matter expertise with instructional design principles, best practices in online learning, active learning techniques, and a variety of educational technology tools to create learning environments that engage our students. I also serve students. Sharing teaching presence with our students helps them better prepare for their roles in their respective health professions. And, advocating for online and distance learners helps us think about how to best serve all of our students when they are not on campus.