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Amy Pinkerton (BSPH CTL Teaching Toolkit): Hello, and welcome to today's picnic Pd. Session on the curious learner the intersection of curiosity and adult learning. My name is Amy Pinkerton, and I'm a senior instructional designer at the Bloomberg School of Public Health Center for teaching and learning.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): So why curiosity? Well, I wanted to start with this really cool quote from measures of curiosity that goes, quote

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Amy Pinkerton (BSPH CTL Teaching Toolkit): scientists, including Einstein, Pasteur, Curie, Freud, Piaget, da Vinci, and others, hold curiosity as one of the most, if not the most valuable tools for engagement in scientific and artistic endeavors, and so, with so much at stake, I thought it might be a good thing to kind of check out. What is this curiosity? And what role does it play in adult learning?

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Amy Pinkerton (BSPH CTL Teaching Toolkit): So with that? So for today, what we're going to do is start with defining curiosity. And then we're going to discuss the intersection and the roles that curiosity plays in adult learning. And today's session is meant to be interactive. So there's going to be points of interaction throughout. And hopefully, we'll have a good discussion at the end of the workshop.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): And then finally, we'll apply some learner-centered strategies that spark curiosity in adult learners, as we consider, how do we foster curiosity in both online and in-person classes?

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Amy Pinkerton (BSPH CTL Teaching Toolkit): All right. So what is curiosity, anyway?

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Amy Pinkerton (BSPH CTL Teaching Toolkit): So before I dive into definitions, I wanted to start our exploration with a question, and my question is, what academic rabbit hole has inspired you to learn more about something.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): and for those of you who don't know a rabbit hole is becoming deeply engrossed or involved in something to the point of losing track of time or focus that leads to a lengthy exploration or investigation. So think about it this way. Have you ever been on a Wikipedia Page, and then you keep linking or clicking on the links to related pages. And suddenly you're like 5 pages deep on a different topic.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): That was a rabbit hole. So so I'd like you to share

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Amy Pinkerton (BSPH CTL Teaching Toolkit): what academic rabbit hole inspired you to learn more about something, and we're going to use a tool called poll everywhere. So, to join the poll, you can either go to the link that Emily is posting in the chat, or you can send a text. Amypinkerton, 589 to the number 2, 2, 3, 3, or you can scan the QR. Code here in the corner, which I think I can make it bigger. There we go.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): so you can scan the QR code or go to the link posted in the chat.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): So I'd like to hear from you what academic rabbit hole has inspired you to learn more about something.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): and for me I'll share my academic control. Oh, yes.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): it's asking us to register for credit. Do we?

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Amy Pinkerton (BSPH CTL Teaching Toolkit): Sorry.

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Markyta Sirett: Or no.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): No! I'm so glad you you asked, so you can skip the registration part and go straight to the poll.

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Markyta Sirett: Okay, perfect. Thank you.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): Of course I'm so glad you asked.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): and while we wait for responses to come in, a recent rabbit hole that I went down was one on epistemology which seems kind of weird for an instructional designer. But I've been curious about the history of education and part of how we teach what we know involves. How do we even know what we know? So that was my recent rabbit hole.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): So I see creativity. That's a really good one.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): Well, I'll give it one more moment for people to. Oh, can I? Someone has asked me to explain a rabbit hole again. So a rabbit hole is when you've become deeply engrossed in something in a topic. So, for example, say, you are interested in one topic.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): But you notice there's other tangential topics that are related to it, but not directly under the umbrella of that initial topic. So it might be a tangent that you went down, or something a topic that you

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Amy Pinkerton (BSPH CTL Teaching Toolkit): dove deep into learning the nuances of.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): Okay. So I see, a couple more have come in so different religions. AI generated headshots, mythology, supernatural beings, the science of play indigenous. Oh, oh, I just like zoomed through all of my slides there.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): Oh, my! I don't know what happened there. Sorry about that here I'll stop sharing for a moment

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Amy Pinkerton (BSPH CTL Teaching Toolkit): while I resituate my slides.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): I think when I scrolled it scrolled through my Powerpoint instead of my

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Amy Pinkerton (BSPH CTL Teaching Toolkit): instead of just the the poll everywhere. I apologize for that while I get my slides back up.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): But yeah, those were some really great topics. So I'd like you to consider. So as we're going down that rabbit hole, my next question is, what were some of the feelings that you felt as you were going through like, what what feelings, or how did it feel to go down that rabbit hole, or what what was on your mind at the time?

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Amy Pinkerton (BSPH CTL Teaching Toolkit): So all right. I can reshare my screen.

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Celine Greene: Amy.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): Yes!

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Celine Greene: So just. I I believe you have pull everywhere, embedded into your Powerpoint, so we

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Celine Greene: only advance to the next question, if your slide has advanced, or something. Is that how you set it up.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): I? Yes, I did so.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): The last question is still the active question on mine.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): There we go. So now it should. Should you should see the next question now. Sorry about that.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): and this time I won't.

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Celine Greene: Oh, great!

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Amy Pinkerton (BSPH CTL Teaching Toolkit): The the answers to avoid that again.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): But so in one to 2 words, how would you describe that rabbit hole experience for me? How I would describe my experience is engrossed, which is a word that I pulled from the rabbit hole definition, and then you could also use words like overwhelming or invigorating, frustrating, enjoyable, amazed, illuminating, fascinated. Yes.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): so all of these things, so both a mixture of positive, and maybe some like frustrating like those emotions, are all associated with curiosity, and chances are you've experienced a lot of those things as you've gone down rabbit holes. So with those emotions in mind, I'd like to now define curiosity.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): so Merriam-webster defines curiosity as interest leading to inquiry, whereas Britannica defines it as the desire to learn or know more about something. But curiosity has more emotion and feeling behind it than just that those seems pretty stale.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): So we're going to define it. As curiosity is the desire for knowledge and sensory experiences that sparks exploration and investigation. So the key here is that curiosity leads to the action of exploration and investigation. So it's those emotions evoking action.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): So when we think about curiosity and in particular, sparking our learners curiosity, we're going to think about evoking those feelings to action in our students

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Amy Pinkerton (BSPH CTL Teaching Toolkit): alright. So now that we've defined curiosity, let's talk about how the role that curiosity plays with adult learning as we consider those intersections.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): So in the literature, curiosity plays an interesting role in learning in general, and a lot of literature is around curiosity and childhood development. But there's also some specific aspects of curiosity that are specific to adult learners. So I'm going to highlight 4 key points where curiosity in in specific regards to adult learners, how it plays with the role of within the role of adult learning.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): So the 1st is enhanced engagement and motivation. So curiosity fosters intrinsic motivation, making learners more engaged and willing to invest their effort in the learning process.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): This increased engagement translates to a more positive learning experience and a stronger desire to learn. So think about when you're curious about something. You want to learn more about it. You want to dive into the nuances of it.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): and that's the same for other adult earners.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): Our second point is a deeper understanding and retention.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): So when you're engaged with something, you want to learn more about it, and when adults are curious, they're more likely to dive deeper into a topic and explore like, I said, explore its nuances.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): This deeper exploration promotes a more comprehensive understanding and improves long-term retention of information. So when students are curious about something, not only do they, they dive in and they learn about it, but they're able to then recall that information later and apply it.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): Next, also related to retention is improved, memory encoding and consolidation. So memory encoding is the process of initially storing information and memory. Consolidation is the process of strengthening those memory traces and being able to recall that information and build upon it.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): So studies suggest that curiosity can enhance both memory encoding and memory consolidation. And this just means that curious individuals are more likely to remember what they've learned after some time has passed, and recall it and apply it in meaningful ways later and later, as they're learning more and more.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): And finally, curiosity plays a powerful role in lifelong learning and growth, it encourages adults to continuously seek new knowledge and develop their skills all throughout their lives.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): So what stood out to me the most are the points that were made about deeper understanding and retention, and also improved memory and coding and consolidation.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): As an instructional designer, I often think about how how are my students engaging with with materials, but also, how are they then, going to retain that information and apply it? Not just within a course, but also within a program, and then and within their career beyond even after graduation. And as into their professional lives.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): so as I think about the role that curiosity plays in adult learning, I can't help but think about

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Amy Pinkerton (BSPH CTL Teaching Toolkit): how I want my students to become engrossed in learning about something, even if it's not directly related, and then be able to recall that information and use it in a meaningful way.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): Alright. So you might have noticed that I had the words they say, and I say in the title on the previous 2 slides. And I just modeled the they say, I say method. And we're going to use this an extension of this model to frame our discussion today on curiosity and adult learning.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): So I will give a brief overview of what the literature says. They say. Then I'll highlight the points that I thought were interesting, especially from an instructional design and teaching and learning perspective. I say, and then I'll open the floor to you to share your thoughts on what we've just discussed. So you say

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Amy Pinkerton (BSPH CTL Teaching Toolkit): so, and I'll keep a timer running for our discussion within the workshop portion. But remember, at the end of the workshop. We'll have open Q&A time. So about 30 min of open Q&A time after the the main workshop segment of today's session.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): So any discussions that we can't have fully here we can have later at the end.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): So any questions before we keep going.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): So so far, we've defined curiosity. And then I've talked a little bit about the intersection of adult learning and the role that curiosity plays in adult learners.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): All right. I don't see any hands raised, so I'll keep going

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Amy Pinkerton (BSPH CTL Teaching Toolkit): all right. So the main bulk of our conversation is going to be around. How do we actually spark? Curiosity within our adult learners, especially for online and in person courses.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): So how do we spark curiosity? So the literature says, there's 3

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Amy Pinkerton (BSPH CTL Teaching Toolkit): sort of primary ways to do this. The 1st is to encourage active participation, then focus on real world applications and foster exploration and inquiry. But how do we actually go about doing that. So I've identified a couple of strat learner centered strategies that you can apply to do this in your class, and all of these strategies can be modified to work for either in person or online courses.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): The 1st strategy is a curiosity board. A curiosity board can be a physical board or an online space like a course, wiki or discussion Forum, where both students and the instructors or teaching teams can post questions about what's happening in the course they can post either a question or a topic that they thought was interesting, but it might not fall within a specific lecture or class session of the course, but is still related to the course content.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): And then what happens is at the end of a class session or module or week, depending on how you've set it up. Students and the instructor can take home a question or topic to research for a little bit on their own, and then at the beginning of the next either class, session, week or topic or module. Again, depending on how you organize it, you take 2 min to share out what's going on in that curiosity board space.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): So for this, again, for online courses, it can be a physical board, or for in person you can have students share. But again, you'll want to limit it to like 2 min, maybe 5 min, Max, depending on how much time you have with your students.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): So it's meant to be a low stakes, opportunity to highlight something interesting about the course topic without taking a lot of class time to address, to address

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Amy Pinkerton (BSPH CTL Teaching Toolkit): all right. Our next strategy is simulations. And within simulations. I'm also including things like case studies and role play activities. So if you're doing this online, for example, you can use a Pathfinder simulation, or I've also seen stakeholder debates and activities take place in voicethread. But if you're doing this in person, then you might have your students take on the roles of different stakeholders.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): And for this, what you're doing is you're providing real life applications through these role play simulation activities. And you're connecting what they're learning and learning in class to the real how that would be applied in real world experiences.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): Our next strategy is to invite guest speakers, and these are experts that can peak students interests by highlighting the relevance of what they're learning to real world contexts and maybe even expose them to different career paths that they may not have otherwise been exposed to. So perhaps an expert outside of academia, or someone working, doing something really interesting in the field that can really help pique students interests.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): and then finally, consider incorporating critical reflections into your course. These are reflection questions that ask students to make meaningful connections between what they're learning and what their personal and professional experiences are, and perhaps their goals for the future. So it's another way to really solidify what they're learning and engage with the material.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): All right. So those were. That's what the literature that they say of how curiosity can be sparked in adult learners. The thing that really stood out to me across all of those strategies was the focus on real world applications. Many of the strategies highlighted, connecting what the students are learning to how it can be applied in different avenues in real world settings.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): All right. So now I'm going to open up the floor to you. So, considering how curiosity is sparked in adult learners. What strategies? I asked, what strategies will you use? But you could also just share some of the strategies or topics or points that we've made so far that seemed interesting to you.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): So the floor is open.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): Celine.

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Celine Greene: So in terms of strategies that weren't yet mentioned. So the I say, or whatever one of the things that comes to mind is in the revised Udl guidelines, universal design for learning guidelines.

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Celine Greene: There is a checkpoint under the guideline and engagement guidelines to nurture joy and play.

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Celine Greene: and I think that falls very much in line with

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Celine Greene: with curiosity, and I'm just pasting the URL to that to that check. Excuse me, I don't think it's called a checkpoint anymore. But anyway, to that, to that consideration in the refrain to udl guidelines. So I think that that it can spark curiosity too, and I don't know that that came up yet in the examples that were shared.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): No, I love that. I love the sparking joy in our learners as a way to engage with the materials. I think that's great. So thank you so much for sharing Celine.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): Alright. Any other comments, or even questions. If you have questions about anything we've covered today, this is meant to be a discussion. Oh, Emma.

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Emma Camacho: Well, I have used the guest speakers, and I also in both in in person and in and in online courses, and also the reflections, essays. They're really, really good. And one thing I have learned from the reflections essays is when we

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Emma Camacho: when we give feedback to our students is also spark more their reflection by just posing questions. And that's something that they really like, and they find really helpful. I also have one of my courses is evidence-based teaching and and well, that's and the literature also says that one of the things that sparks curiosity in adult learners or

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Emma Camacho: or just learning itself in adults is the fact that we use things that are applicable to them that are related to their experience. So these are individuals that indifference than child. They have experience, they have years of work, and whenever we can do something or explain something that could be related to what they have

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Emma Camacho: had or what they have experienced, that engaged them much more in the learning process.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): Yes, yes, you're absolutely correct, and I saw some nods and a heart. As you were saying that in the reactions I completely agree that making, having the students think about how the content can connect to them and also bringing in their experiences. Because, as you said, they're adult learners. So they've already had some years under their belts, and they bring some unique experiences to the course with them. So it's really great. Thank you so much for sharing.

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Emma Camacho: You're welcome.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): All right. Would anyone else like to share?

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Amy Pinkerton (BSPH CTL Teaching Toolkit): Okay, and then, remember, we'll also have time to share at the very end. But I'll go ahead.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): and I'd like to ask another poll question.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): It's 1. But now I'd like you. So, considering our 4 strategies that we highlighted so far. So we have curiosity board simulations, guest speakers, and critical reflection. I'd like you to consider ranking these based on the ones that you're most likely to implement so rank them from most likely to implement to least likely to implement.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): And personally, I really love critical reflections. And I also, we use simulations in our teaching Assistantship Training course, which we'll mention at the end. But that course has a simulation that I, using course plus pathfinder that I'm very proud of, and the students seem to like it as well.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): All right. Oh, so all right. So the number one response was critical reflection, followed by curiosity board, guest speakers and simulations, and I absolutely love critical reflections. Actually, I did a whole workshop on critical reflections that I'm going to refer to. If you'd like to dive deeper into that

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Amy Pinkerton (BSPH CTL Teaching Toolkit): but first, st do we have any questions before we go into so what's gonna happen is we'll go into. I'll I'll

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Amy Pinkerton (BSPH CTL Teaching Toolkit): start the conclusion which will overview the key takeaways. Then we'll have some more information from center for teaching and learning, and then finally, we'll open the floor to our open discussion time, which is just open. Q. And a. And discussion.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): Alright, I don't see any hands raised, and I didn't see any questions in the chat.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): All right. So our key takeaways 1st is curiosity is the desire for knowledge and sensory experiences that sparks exploration and investigation. So again, that's that that feeling we want to invoke in our students that's feeling to action. So we want our students to not just be interested, but actually take action and dive into the topic at hand.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): Curiosity, fueled exploration enhances engagement, motivation, and learning retention. So curious learners often can recall what they learn and apply it later.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): and some learner-centered strategies that foster curiosity in both on online and in-person courses include curiosity boards, simulations, guest speakers, and critical reflections.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): So on the topic of rabbit holes. If you'd like to dive into rabbit holes related to this workshop, I would like to recommend these 2 workshop recordings.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): The 1st is the adult learner teaching and reaching the adult brain. This is actually last week's picnic Pd session that my colleagues, Emily and Heather, who are also joining us today. Thank you for joining us. And this workshop uses neurodevelopment research to explore 5 tips for bane brace learning specifically for adults. So if you're curious and you want to learn more about adult learners. That's a really great workshop recording to watch.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): And then, as I mentioned, I love critical reflections. I think all classes could benefit from a little bit of reflection. So I, my last year's picnic Pd workshop, was construct meaning through critical reflection.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): And again, this workshop explains how to create and implement critical reflection activities in your course. I think there were 3 or 4 strategies that I cover in that workshop. So if you want to learn how to how to implement critical reflections. Then that's a really great workshop recording to check out

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Amy Pinkerton (BSPH CTL Teaching Toolkit): and thank you, Emily, for posting the link to our on-demand workshops. Video page in the chat where you can find the recordings for these 2 workshops.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): All right. And then I think I'm passing to Emily to talk to to us about continuing professional development with Ctl.

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Emily Haagenson: Great. Thank you, Amy. We have a lot of resources available to you as teaching faculty staff and Tas

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Emily Haagenson: in particular, we have teaching assistantship training which Amy and I and one other colleague, Lou facilitate. So that's a great resource. If you're a ta, or if you're advising Tas, and then we do have lots of workshops offered similar to this picnic. Pd. Is happening for June and July, but we do workshops, synchronous workshops all year

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Emily Haagenson: all year round, and then, as you can see, lots of on demand recordings of those workshops, if you can't join us, live. We also have a Ctl blog that covers a lot of great topics and the teaching toolkit website that has many great resources.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): Alright, thanks, Emily.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): thank you. And then I also wanted to to mention, or I wanted to take a moment to ask you if you would please complete this anonymous 2 min workshop evaluation. It really does help us. We value your feedback, and we use your feedback to plan future workshops. But I'll just leave that on the screen while we open the floor for more questions and comments.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): Oh, and we just got

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Amy Pinkerton (BSPH CTL Teaching Toolkit): oh, Celine, just posted in the after session discussion. Do you mind repeating the explanation of a curiosity board? Yes,

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Amy Pinkerton (BSPH CTL Teaching Toolkit): yes, I can totally do that. So for Curiosity Board I can go ahead and answer that while I leave the QR. Code on the screen for the anonymous feedback.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): a curiosity board is a space. It's kind of like a course Q&A. But it's a space where students and also the teaching team can post related either questions or related topics. And then other students can either answer those topics or run with that topic, and

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Amy Pinkerton (BSPH CTL Teaching Toolkit): and then in the next class session, they share what they found in a 2 min, share out. So it can either be by class session, by week, by module or by topic. And it's a way where students can basically post the things about the course that they're interested in learning more about, and then engage with that material, either by taking their own topic and then sharing it out, or

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Amy Pinkerton (BSPH CTL Teaching Toolkit): answering another question that a student has posed.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): I hope that answered your question.

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Valerie Hartman: Thanks, Amy. Thanks, Celine, for the question. I I googled it to make sure that I was good with the topic, too, so I appreciate the going through it.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): Good.

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Valerie Hartman: I am taking a quick look at your survey, and I'm having trouble at least on my phone answering a long answer for parts question 7, so I thought I would just tell you it was all very engaging, and thank you very.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): Well, thank you so much. I appreciate that.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): Thank you, Valerie.

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Valerie Hartman: And now it's letting me. So as soon as I voice my incompetence, it clears. Thank you.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): Oh, no, I'm glad the form worked. Otherwise I would have had to look at it after this. But thank you so much, all right. So oh, and

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Celine Greene: Sorry, Amy, I did have that additional comment. And the thing about the when ranking strategies, I think that whole idea of likely to implement is so important because there's a lot of things we'd like to do. But the practicalities of developing a simulation unless it's 1 that's already canned or having a guest speaker, unless it's somebody who's already been on the books. You know. All of that is so

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Celine Greene: it it's just like these are great ideas. It's just. Do you have any tips or advice for the practicality of implementing some of these other things?

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Amy Pinkerton (BSPH CTL Teaching Toolkit): Right, absolutely. So things like

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Amy Pinkerton (BSPH CTL Teaching Toolkit): Yes, that's a good point, practicality. So things like the Curiosity Board that can be done asynchronously, or it can be done

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Amy Pinkerton (BSPH CTL Teaching Toolkit): like like I said the the. It's meant to be like a 2 min thing, so it doesn't take a lot of class time, but it it opens up students to explore the topics outside of class.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): So that would be my my answer, for the Curiosity Board is to keep it low stakes. I also would not attach any kind of grade or participation towards it, since you want students to not feel like they have to

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Amy Pinkerton (BSPH CTL Teaching Toolkit): participate unless you, unless you make it really clear, like how you're going to grade it. I probably wouldn't create a curiosity board for things like the guest speakers, simulations and critical reflections. Guest speakers, those can.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): Sorry. I'm just answering a chat. So for guest speakers, I would say, think about your time with the guest speaker. If they're going to be asynchronous, then really hone in on what you want them to focus on. And I would say, if you're bringing in a guest speaker.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): At least I would focus on the application to the real world. So have that be an opportunity, a window into the world of that guest speaker, and that's the the unique part that they can bring into that course their unique perspective.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): So in terms of time limitations, I would really hone in on one. What can the guest speaker bring to the course that the students wouldn't otherwise get? And then 2 allow time for students to actually interact with the guest speaker to ask questions and discuss, discuss, like how maybe their career path or what they're working on. And you know projects that they're doing.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): And then simulations, at least for Pathfinder. I know that that took a lot of time up front to plan. But looking at students in the student activity reports, they only take about 10 to 15 min, Max, for students to complete. So it's a high high planning and development assessment. But in terms of actual class time. It doesn't take the students, at least for

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Amy Pinkerton (BSPH CTL Teaching Toolkit): the Ta training Course simulation. It didn't take very long for students to actually complete that in terms of class time, and then for critical reflection. Critical reflections can either be very short little check-ins or longer form really deep reflections. And if you're going to do

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Amy Pinkerton (BSPH CTL Teaching Toolkit): those longer form ones, and I would limit it to maybe one or 2 per the academic term, so that students have some time to actually dive into it. But I hope that answers your question in terms of like feasibility, for the strategies covered.

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Celine Greene: Yeah, thank, you.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): Okay. Emma.

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Emma Camacho: Okay, just one question. And and and feedback

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Emma Camacho: related to the guest speakers. So for the guest speakers, I have implemented this, and I've done it both online and and in person. One thing that you can also use is you can let your audience or your students know who are going to be these speakers, and if you have a panel, and then think you can give them some information about them, like a small brief

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Emma Camacho: story about them. What they have done, something that you think is important for for your class, and one and and also

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Emma Camacho: post like, make questions already like, try to think on questions for them. So that would already build up for the the questions after they participation. And the question that I have for you guys is was, can you? Can you explain a little bit more like how to use the simulations? I have never used that.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): Yes.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): so yes, I totally agree with your 1st point about guest speakers, and doing that sort of pre work with your students and with the guest speaker about introducing them and sharing questions, and then for simulation. So I'll explain how simulations work with the course plus Pathfinder. I'm not sure exactly

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Amy Pinkerton (BSPH CTL Teaching Toolkit): how it would work in like canvas. Yeah, canvas. But for course, plus, I can explain for that. So for our teaching assistantship training course, Pathfinder simulation. What happens is so so I'll start with the learning goal. The learning.

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Emma Camacho: I'm on the card plus app.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): Yes, yes. So if you go to faculty tools, Pathfinder is one of the tools listed in course, plus.

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Emma Camacho: Okay. Great.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): And so how it works is. So I'll explain my, the one that's used in ta training. So the goals of that course is, we wanted students to prepare them, to become teaching assistants, to sort of go through some common situations and common scenarios that tas face, that they often have questions about

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Amy Pinkerton (BSPH CTL Teaching Toolkit): and the way that we we organized it was by course, modality. So at the beginning of the simulation, students had to choose either online in person or hybrid, and then, based on that selection, they would then be asked.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): they would be given a scenario, and then asked like, How would you respond to the scenario, and then it became like a decision tree, where, depending on how they answered, they would either get feedback, saying, No, that wasn't the best answer with an explanation why, it wasn't the best answer and an explanation to what was the correct or most the best answer, and then they would be routed back to the question to then re answer.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): based on the feedback that they received from that 1st answer, I hope that makes sense. And then, after answering that if they choose the best answer, and then it's explained why that was the best answer. They would then be prompted to go to the next scenario, and so each scenario had

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Amy Pinkerton (BSPH CTL Teaching Toolkit): so the initial scenario, and then the best answer, and then, like 2 or 3 options that looked plausible. But they had rationales for why they were not the best. So, for example, I'll give you a specific example. One of the scenarios was a student has come to you or no. You suspect a student has plagiarized in their paper.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): and the correct answer is, they need to report that to the faculty, who will then take it from there to academic. The faculty handles that. So basically, the answer is, that's not the Ta's responsibility. It should go to the faculty, and then beyond. And the other answers were, there were other answers like the Ta should meet with the student to talk about it, or the Ta. Should.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): you know, fail the student, you know, give them like a failing grade for that paper or something, and those were not the right answers. So depending on, if they chose those. They would then receive an explanation as to why that wasn't the correct answer, and then be rerouted to the what was the correct answer.

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Emma Camacho: Good. Okay.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): So, yeah.

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Emma Camacho: So I hope that answered your question.

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Emma Camacho: Yes, yes, yes, yes.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): Okay.

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Emma Camacho: How much.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): All right. And then, are there any other questions? Otherwise I'll close out

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Amy Pinkerton (BSPH CTL Teaching Toolkit): all right. So so I just wanted to end with this another quote from measures of curiosity, where Einstein said, I have no special talents. I'm only passionately curious, and the next time you are engrossed in an academic subject or topic. I encourage you to go down that rabbit hole. So thank you so much for attending, and I really appreciate your time today and thank you for all of your really great questions.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): so I'll stop sharing.

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Amy Pinkerton (BSPH CTL Teaching Toolkit): and then I'll also stop the recording.

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Emma Camacho: Thank you so much. Bye, bye.

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Celine Greene: Hi.