Individualized Learning Plan

Guide and Worksheet

 

Candidate:                                                               Dean:

Mary Elizabeth “Betsy” Guimond                      Ruth Webb

 

Candidate’s Workload Context:

 

# of courses/credit hrs; contact hrs. per week

 

Pharmacology in Nursing 1141 C

3 sections

15 contact hours/week

Overload averages 2 contact hours a week.

 

Other courses included Mental Health Nursing and Maternal/Newborn Nursing

# of preparations

(# of classes,  labs, counseling hrs. or library duties, etc.)

 

3 classes

3 labs

3 seminars/week

Counseling hours from 1-5 hours /week

Preparation 1-8 hours/week

Other professional commitments(s)

 

 

Member, AWOHNN Women’s Health Advisory Panel

Online Reviewer, Sigma Theta Tau

Expert Witness for sexual abuse/assault

 

 

Comments to help further describe the candidate’s workload context

 

 

 

 

This course is team taught with several faculty including Pat Woodbery, MSN, ARNP.  There are approximately 35 students per section.  This is a foundation course required by all nursing students.

 

During the first 2 semester on campus, Pat Woodbery served as the lead instructor for the course.  The lead instructor acts as coordinator for the course. In Spring 2004, I became the course lead.  The course is now taught on 2 campuses (Osceola & West).  In addition, the course has been moved to the second term of the nursing curriculum.

 

 

Candidate’s Needs Assessment:

 

Describe what the candidate brings to the job:

 

Presentation Skills

5 years of clinical nursing practice

5 years of advanced practice

Interest and aptitude for technology and learning enhancement

 

 

Describe area(s) the candidate can work on:

 

Evaluation/Assessment/Testing Skills

Teaching skills

Technology in the classroom

 

 

 

Learning Outcomes: 

 

LO   #1

Assess the effectiveness of nursing theory tests in NUR 1141C to measure learning and determine if students have achieved the objectives of the course.

 

LO   #2

Develop new teaching and learning strategies for classroom instruction.  This will include the adaptation of electronic media presentation skills.

 

LO   #3

Complete an Action Research Project on the inclusion of arithmetic remediation to increase student success in NUR 1141C. 

 

What competencies will the ILP enable the candidate to demonstrate in his/her portfolio?

 

See LO’s

 

 

What competencies will the candidate need to demonstrate outside his/her ILP work?

 

L/C Teaching & Learning Strategies, Assessment, Scholarship of T&L, Inclusion, & Diversity, Life Map, Professional Commitment


 

 

 

 

 Professional Development Selections

Check ILP choices

 

Needs Assessment & ILP Overview (TLA Welcome)

 

X  9/4/2002

 

Orientation to Action Research  (TLA Kickoff)

 

X  11/9/2002

*TLA Core Curriculum Seminar & Roundtable Series

         Core Competencies (TVCA)

 

                Critical Thinking

 

                  Diversity & Inclusion

 

             LifeMap & Developmental Advising

 

              Assessment

 

              Technology Showcase                           (Offered Each Spring)

              

 

 

X  Video 2003

 

X   4/11/2003

 

X   4/24/2003 and video for inclusion          

workshop

X    4/11/2003

 

X    1/31/2003

X    11/9/2002

 

TLA Advanced Topics Online Scenarios (20 hrs) &

Roundtables (4 hrs) $250.00 stipend awarded

 

Enhancement of TLA Core Curriculum to include

               Learning-Centered Syllabus

               Learning-Centered Testing & Grading

               Course Design

               Learning Styles                                       (Offered Year-round)  

 

 

 

 

 

 

X   

 

X

 

 

The following offered each Fall:  delivery mode may vary from year to year.

 

 

 

Holistic Grading

 

 

 

Writing Across the Curriculum

 

 

 

Adult Learners

 

 

 

Personality Styles

 

 

 

Thinking Styles

 

 

 

Portfolio Seminars & Roundtables

 

X   various

Legal Issues

 

x

 

Specific Technology Training(s) (Leadership Valencia offerings)

Web CT Introduction

WebCT Online Seminar:Building and Using Cool Interactive Learning Objects for

WebCT  with Respondus                                                                                                             

Online Courses

 

 

X   Spring 2003

X   Fall 2003

X   Spring 2004

 

The following individualized according to candidate’s needs:

 

 

 

Professional Conferences

 

 

Other opportunities identified by dean and candidate:

Developing Successful Readers: Strategies & Instruction for the College Classroom

The Internet as a Tool for Creating a Learning-Centered Syllabus

Electronic Fetal Monitoring Course

 

X   Fall 2002

X   Fall 2002

X   Spring 2002

 

 

 

*TLA Core Curriculum Seminar & Roundtable Series offers foundational support for the Essential Competencies of a Learning-centered Educator.

 

Recommended Reading List:

Departments and TLA will purchase books as budgets allow.

Angelo, TA & Cross, KP (1993). Classroom Assessment Techniques: A Handbook for College Teachers [2nd Ed]. Jossey-Bass Publishers, San Francisco.

 

Huba, ME & Freed, JE (2000). Learning-Centered Assessment on College Campuses: Shifting the Focus from Teaching to Learning. Allyn & Bacon: Needham Heights, MA.

 

McDonald, Mary E. (2001).  Systematic Assessment of Learning Outcomes: Developing Multiple-Choice Exams. National League for Nursing Press, Boston.

 

Morrison, S, Smith, P, & Britt, R (1996).  Critical Thinking and Test Item Writing, Health Education Systems: Washington.

 

Demonstration of ILP & Essential Professional Competencies

Paper Portfolio

 

Digital Portfolio

X

Other Mode

 

 

 

 


Learning Outcome # 1

 

Outcomes (Competencies)

Criteria

Conditions

Outcomes/Products

Scholarship of Teaching and Learning

 

 

Assessment

 

Meets Standards of Scholarship

 

Organized & well-planned

 

Complete

 

Learning Centered

 

Designed Effectively

 

Student learning is evident

 

Effective assessment/techniques used

Development of work documented and presented annually to Dean and ILP Review Panel

 

Artifacts included in Portfolio

 

Review work with course leader (Pat Woodbery)

 

Involve students enrolled in Pharmacology (NUR 1141C)

Develop two evaluation instruments and create at least 50 new test questions that are based upon the objectives written for Pharmacology in Nursing

 

Identify psychometrically sound principles of test construction

 

Use relevant statistical indices when evaluation test items

 

Analyze past test multiple-choice objective questions using Kuder-Richardon statistical analysis tool to insure reliability of all questions in the test

 

Identify techniques for writing items measuring various cognitive level, including knowledge, comprehension, application and analysis

 

Complete online course: Assessment Strategies for Nursing Educators-Test Development & Item Writing (Offered by Nursing Council Learning Extension Virtual Campus)

 

Learning Outcome # 2

 

Outcomes (Competencies)

Criteria

Conditions

Outcomes/Products

 

 

Learning-centered teaching &learning strategies

 

 

Participation in Professional Community

 

 

Meets Standards of Scholarship

 

 

Learning Centered

 

Represents Current Work

 

Student learning is evident

 

Designed Effectively

Development of work documented and presented annually to Dean and ILP Review Panel

 

Artifacts included in Portfolio

 

Review work with course leader (Pat Woodbery)

 

Involve students enrolled in Pharmacology (NUR 1141C)

Attend 2 Workshops on web-based course, web enhanced courses and web centric courses

 

Write summary of how these workshops improved teaching skills.  Share outcomes with faculty

 

Develop 3 Power Point presentations of classroom materials

 

Apply web-based/web-enhanced learning activities to Pharmacology in Nursing (NUR 1141C)

 

Create a formative/summative evaluation tool to be used by faculty students in Pharmacology

 

Participate in Faculty Learning Academy Workshops specifically related to Power Point, Atlas, or other software

 

Recognize the importance of Web Based Learning by attendance at a workshop in course design and application

 

Participate in faculty development activities related to electronic learning

 

Establish a faculty Web Site for inclusion of course material related Pharmacology  (Nur 1141C)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Learning Outcome #3

Outcomes (Competencies)

Criteria

Conditions

Outcomes/Products
 

Teaching Strategies

Core Competencies

Assessment

Diversity & Inclusion

Life Map

Scholarship of teaching and learning

Meets Standards of Scholarship

 

Well planned

 

Learning Centered

 

Represents Current Work

 

Student learning is evident

 

Designed Effectively

 

Effective Assessment Techniques Used

Development of work documented and presented annually to Dean and ILP Review Panel

 

Artifacts included in Portfolio

 

Review work with course leader (Pat Woodbery) at the end of each semester

 

Involve students enrolled in Pharmacology (NUR 1141C)

Develop and administer arithmetic assessment tool for NUR 1141C

 

Develop and provide arithmetic remediation for students who have been determined to need additional math skills

 

Compare math scores from Fall 2002 Class with scores earned Spring 2003 class

 

Investigate the use of supplemental instruction in dosage-calculation segment of NUR 1141C

 

Assist students in progressing toward a level of achievement in math that will result in understanding of math skills need to complete Pharmacology (NUR 1141C)

 

Completion rates of students enrolled in NUR 1141 C 2002 will compared with students who took course in 2003.  Comparison will be made of students who had remediation and those who did not.