MCW Faculty Partnership Program

Sponsored by the Society of Teaching Scholars

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  MCW Educational Resources
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  MCW Educationally Challenged Students

Audio Connection:

Toll Free 1 (844) -479-7330
5000 (MCW Phones)
1 (414) 955-5000 (Outside MCW)

Meeting Access Code:
997 432 911


Recommended practices for course directors to promote academic success and to recognize and intercede with students in academic need: 

  1. At the beginning of the course, the course director meets with the tutors assigned to the course by Academic affairs to provide an overview of the course and discuss the planned tutoring sessions.  The tutors are given access to course materials on D2L.
  2. All session materials (handouts, PowerPoints, reading assignments) are posted on D2L no later than 24 hours prior to the beginning of the session.  Students are encouraged to read through the materials for each session prior to class.
  3. Contact information (email address, phone, office location) for each instructor is provided in the course syllabus.
  4. Office hours for each instructor are posted weekly on D2L.
  5. Practice questions are placed at the end of the handout for each session.
  6. Online practice quizzes with 3-4 questions per session are posted weekly D2L.
  7. Review sessions are held prior to each quiz/exam.  Each instructor is provided with 10-30 minutes of time to answer student questions about their course material. 
  8. After each quiz/exam:
    1. A post-exam review is held to allow students to view questions they answered wrong.
    2. Academic Affairs contacts each student who has received a score of LP/F after each quiz/exam to make an appointment with Dr. Holloway (Associate Dean for Academic Standing).
    3. The course/unit director sends a letter to all students who have received a LP/F grade asking them to meet with the course director.  In this letter, the students are also highly encouraged to contact Ms. Jen Janowitz, Academic and Career Development Specialist, Student Academic Support Services.

Sample letter sent to LP/F students after a quiz/exam (adapted from the letter provided to all students who receive a LP/F after a quiz/exam in the Molecules to Cells course, Drs. Dahms & Cirillo, course directors):

DATE

 

NAME

Medical College of Wisconsin

M-1 Class

 

Dear NAME:

 

We are contacting you to inform you that your preliminary score on Quiz 2 is GRADE%. This puts your preliminary combined performance on Quiz 1, Exam 1, and Quiz 2 of Molecules to Cells at GRADE%, which is in the Low Pass/Fail range.

 

Although this is a preliminary score, we encourage you to make an appointment to speak with me about your academic progress in Course. You may contact me directly (Course Director, email address, phone#) or via the Course Coordinator, Name, phone#, to set up an appointment. I welcome meeting with you on this or any other matter related to the course. In addition, you will be contacted by Student Academic Support Services that can arrange for you to participate in tutorial sessions and provide other materials to assist you in improving your performance in the course.

 

Sincerely,

Course Director, Department

Suggested Learning Strategies (adapted from the handout provided to all students who request academic help for the Molecules to Cells course, Drs. Dahms & Cirillo, course directors): 

1) Read handout materials prior to attending class. This allows you to identify topics you are familiar with versus those that are new to you, and identify terms that are unfamiliar to you. Learning objectives provide a roadmap of the session.

2) Take notes during class.

3) Review/update notes soon after class using PowerPoint presentation that may provide additional guides; review Echo360 video capture of the session (2x speed) to fill in any gaps.

4) Read assigned readings. If a textbook is recommended for your course, use it as a resource to supplement gaps in knowledge; if an area is completely new to you, generally the first 1-2 pages of the related chapter provides a concise introduction to the topic.

5) Identify study partner(s) to share notes; “teach” each other the session; ask each other questions to gain deeper understanding; conduct active learning exercises for yourself such as flash cards/outline/diagrams; understand the material starting from the “big picture” to increasingly deeper levels of detail; identify general principles that can be applied to new problems.

6) Contact faculty (via email or phone) to ask questions/clarify material presented in their session(s). Take advantage of posted office hours to meet with faculty in person to discuss/clarify concepts.

7) Attend review sessions, if provided, prior to quiz/exam.

8) Attend tutor review sessions and/or obtain tutor notes.

9) Contact Ms. Jen Janowitz (Academic and Career Development Specialist, Student Academic Support Services; (414) 955-8731) who can provide additional information concerning tutorial sessions and other materials to assist you in improving your performance in the course.

10) Time Management:  Generate a weekly/daily schedule for studying; generate manageable time slots; know your optimal biorhythms (e.g., what time period of the day are you most focused/awake?); include self-rewards.

11)  Numerous learning resources are on the Internet:

University of Utah School of Medicine Learning Resource Center - "Tools for Success"

 

Important MCW Academic Support Links: 

  1. Information in the Student Handbook regarding Academic Support Services (PDF):

 

pp: 64-65

  1.  To make an appointment  - Academic Affairs: (414) 955-8731)
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  MCW Conflict Management Resources

Audio Connection:

Toll Free 1 (844) 479-7330
5000 (MCW Phones)
1 (414) 955-5000 (Outside MCW)

Meeting Access Code:

993 249 986


Monthly topic—MCW Conflict Management Resources

 

  • Ombuds Office: In addition to serving as an open portal to the use of the Ombuds Office as a means for Conflict Resolution, opening this link will provide immediate access to pertinent MCW policies and procedures that address conflict resolution across the spectrum, publications addressing workplace stress, and helpful tips for personal behaviors that help to minimize conflict.
  • Corporate Compliance
  • Office of Faculty Affairs
  • Human Research Protection Program
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  Summary of Faculty Evaluations for Faculty Partnership Program with the Society of Teaching Scholars

Monday Dial-in Information:

Audio Connection:

Toll Free 1 (844) 479-7330

5000 (MCW Phones)

1 (414) 955-5000 (Outside MCW)

 

Meeting Access Code:

998 790 837


Thursday Dial-in Information:

Audio Connection:

Toll Free 1 (844) 479-7330

5000 (MCW Phones)

1 (414) 955-5000 (Outside MCW)

 

Meeting Access Code:

994 477 800


Monthly Topic: Summary of Faculty Evaluations for Faculty Partnership Program with the Society of Teaching Scholars

 

Evaluation Process:

 

Faculty teaching evaluations are completed by M1 and M2 students at least once per block in each course or at the end of a unit.  For example, the faculty are evaluated once after:

  • A single session in a course or unit
  • A group of sessions in a block of a course
  • A group of sessions in a unit

 

The evaluations are sent to the students by email the same day as their session, or their last session as above.  The evaluations are voluntary for students to complete.

 

The evaluations ask students to evaluate their agreement (strongly agree, agree, disagree, strongly disagree) with 3 items:

  1. The presenter was clear and organized with presenting the material
  2. The speaker pointed out major concepts
  3. The reading/handouts supported the objectives for this session

 

Free text comments are available at the end

 

Evaluations are closed the day before the examination so that students cannot be influenced by their examination score

 

Report of Data:

 

Data is collected and reported to faculty as their scores compared to averages of:

  • All M1 courses
  • Specific course taught in
  • Faculty scores

 

Future Direction:

 

In the future, the goal will be to:

  • Increase number of questions on evaluations of faculty from 3 to 5 to gather more information
  • Report data to faculty with trended scores over time for the course or unit they taught in (will have trends for each separate course or unit)
  • Add peer to peer assessment (student to student) such as can occur with small groups
  • Collect and start to include clerkship data next year
  • Opportunities and resources to help individual faculty improve scores will be available thought Office of Educational Improvement
Page Updated 07/13/2017