Hurtubsie et al. (2015) described the flipped classroom as “the practice of assigning students didactic material, traditionally covered in lectures, to be learned before class while using face-to-face time for more engaging and active learning strategies” such as case-based or team-based learning, reflection, simulations, or discussions. By flipping the classroom, students are given the opportunity to progress through the lecture or reading materials at their own pace and review multiple times coming to class prepared to deepen this learning through application. The key elements to flipping the classroom are providing students the opportunity to gain exposure to information before class, incentivizing students to prepare, assessing student understanding, and implementing in-class activities that promote critical thinking.

Teaching Philosophies, sometimes called Teaching Statements, are documents that are helpful in informing students of your priorities, applying to teaching positions and reflecting on teaching practices. Teaching Philosophies articulate your central goals as an educator, provide concrete examples of your teaching and share how you evaluate your teaching effectiveness. Teaching Philosophies can vary in length from a few paragraphs to a few pages. 

Team-based learning (TBL) is a student-centered instructional strategy that utilizes a flipped classroom model allowing students the opportunity to work in groups to solve authentic problems. TBL is a collaborative, active learning strategy that can be utilized in both large and small classrooms, and “supports the development of high-performance learning teams and provides opportunities for these teams to engage in significant learning tasks” (Fink, 2004, p.9). Learning activities within TBL follow a specific order, i.e., pre-work completed prior to class, individual and team readiness assurance tests, immediate feedback, and application activity.  

Robust research suggests that students benefit immensely from student-faculty interaction, particularly when it comes to student well-being, intellectual commitment, and motivation (Morrison 2021). While getting to know students can be challenging in larger classes or within an online context, certain teaching strategies, such as mini-surveys or small-group meetings, can help faculty connect with students in ways that build a positive learning environment. Additionally, designating time in class or the clinical setting to get to know students can also help mitigate feelings of isolation that might be experienced by non-traditional students, international students, and minoritized students (Lee, et al, 2017). 

TLC to Go is an AI-generated podcast produced by the Teaching and Learning Center at the University of Tennessee Health Science Center. 

Class discussions offer many pedagogical benefits, including building community and offering faculty the chance to informally assess student learning. These class discussions can take many forms, including structured, semi-structured, or informal discussion sessions. When planning a class discussion, it is helpful to have a clearly defined goal for the session. In addition to establishing a goal, faculty should consider what preparation students need in advance of a discussion and how learning can be evaluated after the discussion.  

TLC to Go is an AI-generated podcast produced by the Teaching and Learning Center at the University of Tennessee Health Science Center. 

Gamification or Gamified Learning is a learning strategy that involves using game attributes and game design elements to enhance learner performance. It relies on instructional elements that support learning (e.g., clear and relevant goals, immediate and continuous feedback, and positive reinforcement of target behaviors) and game design elements that increase engagement and motivation (e.g., simplified user experience, social interaction, multiple paths/choices, control and challenge mechanics, and game fiction).

TLC to Go is an AI-generated podcast produced by the Teaching and Learning Center at the University of Tennessee Health Science Center. 

When local, community, or global events impact our classrooms, it can be challenging to maintain focus on teaching and learning. Teaching may feel mundane or even irrelevant in the face of tumultuous events. Sometimes a student’s identity or a faculty’s identity may make them especially vulnerable to the impact of natural disaster, violence, or tragedy. Faculty should recognize their own limitations in assisting students and prompt students to reach out to trained professionals for mental health or resource-based support. Faculty can, on the other hand, recognize tumultuous events with their classes, extend flexibility to students and yourself, and locate resources to support your learners.

TLC to Go is an AI-generated podcast produced by the Teaching and Learning Center at the University of Tennessee Health Science Center. 

Learning outcomes, frequently interchanged with the term learning objectives, are measurable statements that describe what students should know, be able to do, and value by the end of an educational experience, course, program, etc. Learning outcomes communicate the major components of the educational experience to the students who can then focus their efforts on what is important. When written effectively, learning outcomes lay the foundation for assessment methods, teaching strategies, and content curation.

TLC to Go is an AI-generated podcast produced by the Teaching and Learning Center at the University of Tennessee Health Science Center. 

Dr. Chester M. Pierce, a psychiatry professor at Harvard, coined the term ‘microaggression’ in 1970 to document day-to-day verbal insults (microinsults), subtle derogations (micro assaults) and dismissals (microinvalidations) aimed at minoritized groups. Some documented microaggressions include asking questions like ‘but where are you really from?’ to a person of color or saying that someone is ‘pretty strong for a woman.’ Another example may include being dismissive of someone’s gender identity by saying something like “There are too many genders to keep up with these days.”

In the classroom, microaggressions can appear in student interactions, in faculty comments or lectures, and even in course materials. Fortunately, there are many ways to address and mitigate microaggressions in the classroom, including awareness techniques, micro-interventions, conversation tools, and open dialogues.

TLC to Go is an AI-generated podcast produced by the Teaching and Learning Center at the University of Tennessee Health Science Center.