Presenter:

Dr. Kristen Betts: Clinical Professor, Drexel University

Kristen Betts, EdD, is a Clinical Professor in the School of Education at Drexel University. Dr. Betts has 20 years of experience in higher education serving in key leadership positions within private, public, and for-profit institutions. Dr. Betts’ expertise is in online and blended learning, curriculum and instructional design, and evaluation. Her research focus is on Mind, Brain, and Education science, real-world transfer, Online Human Touch/high touch, student/faculty retention, and faculty development. Dr. Betts is a peer evaluator with a regional accreditation agency and Quality Matters peer reviewer. She is also an instructor with the Online Learning Consortium certificate programs..

Presenter:

Dr. Karyn Holt: Clinical Professor, Drexel University

Karyn Holt, PhD, CNM, is a Clinical Professor and Director of Online Quality at Drexel University College of Nursing and Health Professions in Philadelphia, PA. She has over thirty years of experience in the maternal child arena practicing in most areas of the specialty as a nurse, and later as a nurse midwife. She is an experienced midwife, author, presenter, teacher and online professor. Dr. Holt also the Director of Online Quality within the Division of Nursing. Her most recent initiative has been the co-development of a series of courses culminating in the Neuroscience of Learning, Pedagogy and Online Instruction Certificate. She received the 2013 School of Nursing Distinguished Alumnus Award for her widely recognized contributions to nursing as an innovative educator. She has authored two edited books and over thirty peer reviewed articles.

Presenter:

Dr. Dana Kemery: Assistant Clinical Professor, Drexel University

Dana Kemery, EdD, is an assistant clinical professor at Drexel University College of Nursing and Health Professions and University Online Fellow. She is certified in Adult and Pediatric Emergency Nursing and is a certified Nurse Educator. Kemery has over 25 years of clinical practice spanning psychiatric, maternal/child, medical surgical, homecare, and emergency/trauma nursing. She is a member of the ENA, Sigma Thera Tau International, and Alpha Epsilon Lambda. Kemery's research interests include review and remediation strategies, online engagement, innovative faculty development environments, and understanding the struggling student perspective.

Presenter:

Dr. Joanne Serembus: Clinical Professor, Drexel University

Joanne Serembus, EdD joined the College of Nursing and Health Professions faculty in 2006 after more than twenty-nine years of experience in critical care nursing practice and 15 years in nursing education. As a clinical nurse, Dr. Serembus has performed in administrative roles as well as a Clinical Nurse Specialist. As a nurse educator, Dr. Serembus served as Director of an Undergraduate Nursing Program, distinguishing herself as a curriculum expert. During her time at Drexel, Dr. Serembus has been faculty for the Undergraduate, MSN, and Doctoral Programs as well as past Director of the MSN Program.

Description:  

Advancements in neuroscience are transforming what is known about the brain, mind, and learning. For educators, these advancements provide key insights that can be applied to course development, instruction, and assessment to support student success. This interactive session is designed for individuals who teach, plan to teach, design courses, or involved in a course review process. The session discusses evidence-based practices related to student learning, Carnegie Unit, credit-hour policy, and the critical balance between course content, instruction, and assessment. Attendees are invited to bring a laptop and syllabus to engage in individual and group activities. This session is facilitated by a transdisciplinary team of faculty from three colleges/schools at Drexel University. The session begins with a short interactive presentation on the human learning process and cognitive load. Attendees then complete a self-reflective exercise. Following a course calculations demonstration, attendees have access to a cloud-based application to review their own course using interactive dashboards to examine three types of interaction: student-instructor, student-content, and student-student. A paper-based version will be available. Attendees will revisit the self-reflective exercise and then work in small groups to share preliminary findings. The session concludes with a collective discussion on policies/regulations, cognitive load, and shared best practices.

Learning Outcomes:

At the end of this workshop, participants will be able to:

1. Describe the effects of cognitive load on learning
2. Assess three types of course interaction: student-instructor, student-content, student-student
3. Integrate evidence-based practices into courses to support student success