Diversity in Dental Hygiene Education:

Transcription

1 Diversity in Dental Hygiene Education: Have the Right Attitude, Vary Experiences, Give Choices, and Add Technology Seattle Central College First Class for Applied Baccalaureate Degree in the Allied Health Sciences (with Emphasis in Dental Hygiene) 1

2 PowerPoint Presentation Created by: Margaret J. Fehrenbach, RDH, MS Dental Hygiene Educational Consultant Dental Science Writer Adjunct Faculty, Dental Hygiene BAS in Allied Health Degree Program (with Emphasis in Dental Hygiene), Seattle Central College, Seattle, WA 2

3 Goal Understand the range of learning styles and approaches students can bring; And help students understand how to apply their styles or approaches to improve their learning. 3

4 Objectives This presentation will enable the viewer to: Demonstrate positive attitudes towards students. Be sensitive to cultural differences. Implement ways to accommodate disabilities. Design more than one method of learning for students. Design related course materials, activities, and assessments to encourage analysis, synthesis, application and evaluation. Allow students to choose from different modes of project presentation. Use technology to the best advantage for student learning. 4

5 America is not like a blanket - one piece of unbroken cloth, the same color, the same texture, the same size. America is more like a quilt- many patches, many pieces, many colors, many sizes, all woven and held together by a common thread. Jesse Jackson 5

6 Statement of Purpose There are many roads to learning. Students bring different talents and styles of learning to college. Students need the opportunity to show their talents and learn in ways that work for them. Then they can be pushed to learn in new ways that do not come so easily. 6

7 Many Roads to Learning

8 Start With the Right Attitude Each instructor must strive to project a sense of sincere concern and care for all of his or her students. This includes learning to evaluate in a way that uses positive rather than negative encouragement. 8

9 If you care, you can do it! 9

10 Diversity Our students bring a wide range of diversity to the classroom. We need to understand and have a respect for this diversity if we are to effectively tailor our presentation of content to best engage them. Education in the United States includes enculturation of societal values, rules, and laws which are critical for the future success of our students as healthcare professionals. 10

11 Diversity To a great extent, respect for other perspectives can be couched in the way we communicate with our students. A good approach is to make a distinction between culturally different' and wrong' in order to preserve respect for other cultures. 11

12 Students With Disabilities In addition, students with disabilities are a large (and growing) population in colleges and universities. These students often require special accommodation in order to be successful, and are the very embodiment of "diverse ways of learning." 12

13 Students With Disabilities Review Americans with Disabilities Act at to understand the rights of the disabled. 13

14 Methods to Accomplish: Vary Experiences Stick to a template for course page design, but vary the types of classroom experiences and assignments. Do not always stick with the traditional lecture presentation or multiple choice questions for evaluation. This will get one out of any ruts and teaching will become more enjoyable for everyone - instructor and students. 14

15 Methods to Accomplish: Vary Experiences Smart students in the lecture room who easily know the answers may be all thumbs in the lab or clinic. Students that have extensive hands-on experience, such as having a background in dentistry, may also not do as well with the theory of dentistry. 15

16 Methods to Accomplish: Vary Experiences One way to implement this in the classroom is to vary the presentation style. Lecturing, using PowerPoint, having whole class discussions, breaking students into for small discussions. A good blend of these methods, and more, is recommended even during the same class session! 16

17 Methods to Accomplish: Vary Experiences Student attention peaks at 10 minutes during a lecture, so why not mix it up a bit, and ask students to pair off to answer a set of questions, share it with the whole group for a quick discussion, and then resume lecturing if need be? 17

18 View from the back... Student attention peaks at 10 minutes during a lecture

19 Methods to Accomplish: Vary Experiences Add essays as well as activity exercises for assignments. Also add images, audio tracks, or other ways of learning along the way (see further discussion on technology). 19

20 Methods to Accomplish: Vary Experiences Have students work alone as well as in teams. Could share a multimedia presentation or have students do them. When students do presentations in groups, let students pick the various roles they will fill in their groups. A student who is good at graphical design could create the visuals such as the PowerPoint slides. Another student could lead the data analysis, and another could do the speaking during the actual presentation. 20

21 Hey, mix it up a little! 21

22 Methods to Accomplish: Give Them Choices Give them choices on a test or essay such as Answer three of the following five questions. That way, they answer the questions that are most meaningful to them, and the assessment allows them extend their learning by actually proving how well they have learned it. Or design multiple project types that students can complete, and they can choose which one they will do. One student could do a presentation, another an essay, and another lead a whole class discussion. 22

23 Go Ahead and Add Some Spice! 23

24 Methods to Accomplish: Add Technology Technological resources can allow for different methods of learning through powerful visuals and well-organized print; through direct, vicarious, and virtual experiences; and through tasks requiring analysis, synthesis, and evaluation, with applications to real-life situations. They can encourage self-reflection and self-evaluation; they can also drive collaboration and group problem solving. 24

25 Methods to Accomplish: Add Technology Technologies can help students learn in ways they find most effective and broaden their repertoires for learning. They can supply structure for students who need it and leave assignments more open-ended for students who do not. Fast, bright students can move quickly through materials they master easily and go on to more difficult tasks; slower students can take more time and get more feedback and direct help from teachers and fellow students. 25

26 Methods to Accomplish: Add Technology Select technology that enhances the learning situation. These can include: Blogs: Time-stamped entries posted by creator, followed by reader comments; can provide answers to students questions, unvarnished point of view, class website, or forum for peer review. Microblogs: Text-based updates or short messages; can make students aware of news items, timely events, or real-time feedback. Wikis: Webpage(s) that can have contribution or modification with simplified markup; students can fact-check and then update an article for collaboration and group authoring, class notes, or for cross-disciplinary collaboration. Social Bookmarking and Tagging: Personal bookmark collection; students can collect web resources and post to a share list with classification scheme. 26

27 Methods to Accomplish: Add Technology Select technology that enhances the learning situation. These can include: Rich Site Summary (RSS) and Syndication: An XML format for distributing news headlines on the web; students can make text, video, or audio files to share. Social Networking: Groups of people on the Internet; can be used to facilitate collaboration and information sharing within campus groups or stay in contact with current and former students and advisees. Peer-to-Peer Files Sharing: Digital files sent over a network, often through flash drives; can complement other forms of web sharing for students. Multimedia Sharing: Various websites can be uploaded and viewed such as YouTube; students can download entire courses. 27

28 Methods to Accomplish: Add Technology Select technology that enhances the learning situation. These can include: Data Mashups: Web tool that combines data from one source into single integrated tool; can be used with students to better understand complicated concepts. Personal Learning Environments (PLE): Online tools that allows students to manage work by selecting web applications and materials; can be used with students to incorporate all other technology methods. Online Academic Exchange: Large scale sites; can allow students full collaborative academic exchange. 28

29 Methods to Accomplish: Add Technology Select technology that enhances the learning situation. These can include: Webinars: Live online educational presentation during which participating viewers can submit questions and comments. The service allows "real-time point-to-point communications as well as multicast communications from one sender to many receivers... applications for web conferencing include meetings, training events, lectures or short presentations from any computer. 29

30 Plug Into the Future! 30

31 Summary Create learning opportunities that appeal to the different ways students will process and attend to information, while respecting their cultural differences and physical limitations; vary presentation style and assignment requirements, using the latest in technology, to allow students to showcase their unique talents and learn in ways that work for them. 31

32 References Chickering, A.W. and Gamson, Z.F. (1991). Applying the Seven Principles of Good Practice for Undergraduate Education. Hoboken, NJ: Jossey-Bass Inc Pub, Wiley. Padgett, RD (2014). Emerging Research and Practices on First-Year Students: New Directions for Institutional Research, Number 160, Jossey-Bass Inc Pub, Wiley. Seven Principles of Good Practice in Education; accessed January 8, 2015 from eric.ed.gov/? id=ed Davis, B.G. (2009). Tools for Teaching. (ed. 2, Web 2.0, pp ). San Francisco, CA: Jossey-Bass, Wiley. Fehrenbach, M.J. (2013). Wazzup* with Webinars. Access Magazine. Chicago, IL: ADHA; accessed January 8, 2015 from pubs.royle.com/publication/?i=164645&p=26 Equal Access to Software and Information; accessed January 8, 2015 at easi.cc Photograph on slide 5; retrieved January 8, 2015 from quilting.about.com/od/ vintagesewingmachines/ig/sewing-in-women-s-history/sewing-first-american- Flag.htm SCC student dental hygienists on slides 9, 23; retrieved January 8, 2015 from the Community Lunch News from SCC classroom photographs of students and faculty with Margaret J. Fehrenbach, RDH, MS on slide 6; retrieved January 8, 2015 from SCC classroom photographs of students and faculty on slides 8, 11, 17, 19; retrieved January 8, 2015 from SCC News Center on slide 12, 13, 23, 30; retrieved January 8, 2015 from and 32