GS LEAD: GRADUATE SCHOLARS LEADERSHIP, ENGAGEMENT, AND DEVELOPMENT
Purpose: Developing future STEM scholars’ abilities in community-engaged leadership.
Description: GS LEAD, a National Science Foundation funded program has been designed, developed, and is being implemented through collaboration between several departments across the University. The GS LEAD program aims to train incoming doctoral students in problem solving, interdisciplinary teamwork, leadership, communication, and community engagement. Through engagement in a two-semester course, participants learn the appropriate skills necessary to develop these traits.
CASE-BASED E-LEARNING FOR PHARMACOTHERAPY
Purpose: Design, develop, and implement a series of technology-enhanced case-based learning activities using the Pharmacists’ Patient Care Process (PPCP) as a framework.
Description: The Pharmacists’ Patient Care Process (PPCP) was adopted as part of the PharmD curriculum in 2016. Understanding how to effectively integrate the PPCP into the curriculum is an important new focus for pharmacy educators and researchers. These case-based learning activities introduce the PPCP as a problem-solving model, include authentic video cases, and expert opinions.
Collaborators: Catherine Bourg Rebitch, Pharm.D
Publications:
- Bourg, C., Fleming, V. H., Palmer, R., Rong, H., & Choi, I. (2017). Evaluation of video-enhanced case-based activities guided by the Pharmacists’ Patient Care Process (PPCP) in a second-year Pharm.D. course. American Journal of Pharmaceutical Education.
CASE-BASED E-LEARNING FOR VETERINARY SCHOOL
Purpose: To develop an innovative, technology-based, pedagogical system to assist veterinary students in making dynamic, intra-operative decisions – especially decisions with more than one solution.
Description: Many students do not master dynamic decision-making before graduation. The CBeL group and four faculty members in Small Animal Medicine and Surgery through a combination of problem based learning, expert opinion/experience, and on-demand didactics have developed interactive learning modules for several operative scenarios. These modules will also serve as continuing education for interns, residents, and practicing veterinarians.
Collaborators: Schmiedt, C. W.,Creevy, K. T.,Cornell, K. C.,Radlinksy, M. A. Department of Small Animal Medicine and Surgery, UGA
Publications:
- Creevy, K. E., Cornell, K. K., Schmiedt, C., Park, H., Rong, H., Radlinsky, M. G., & Choi, I. (2017). Impact of expert commentary and student reflection on veterinary clinical decision-making skills in an innovative electronic-learning case-based platform. Journal of Veterinary Medical Education. 1-13.
CASE-BASED E-LEARNING FOR ENGINEERING DESIGN
Purpose: Develop an innovation to help future engineers experience real-world design problems, understand the complex and context-bounded nature of engineering problem-solving, build justification/argumentation skills, and critically evaluate and reflect upon their design process.
Description: Engineers within today’s increasingly connected, global landscape must be able to solve complex problems. Based on the construct of personal epistemology that, we believe, influences performance and learning in solving engineering design problems, the CBeL group developed an innovation to promote development of students’ epistemology. The innovation focuses on open-mindedness, justification/argumentation skills, and reflective thinking.
Collaborators: Dr. Nadia Kellam and Dr. David Gattie. Department of Biological and Agricultural Engineering, UGA
Publications:
- Hong, Y. C., & Choi, I. (2015). Assessing reflective thinking in solving design problems: The development of a questionnaire. British Journal of Educational Technology, 46(4), 848-863.
- Hong, Y.C., & Choi, I. (2011). Three dimensions of reflective thinking in solving design problems: A conceptual model. Educational Technology Research & Development, 59(5), 687-710. doi: 10.1007/s11423-011-9202-9.