Sessions and Series

Apple Tree Society promotes sessions and series that focus on teaching and learning. There are Brown Bag sessions that are scheduled throughout the year that are for anyone who would like to join. Topics range from research to technology to teaching, with varying level of experience. Apple Tree also sponsors the Foundations in Teaching and Learning series that is held every three semesters. This is a 7-part series for faculty new to teaching or experienced faculty who want to share their expertise and explore additional teaching strategies. Additional series are planned throughout the year to highlight current trends in teaching and learning at MUSC. 

Included on this page:

Brown Bag Sessions

Apple Tree sponsors various Brown Bag sessions throughout the year that focus on teaching, learning, technology, and research. These sessions may be a signle session or a series. Everyone is invited to attend and participate in these sessions. 

Some past topics include: challenging students, finding and using multimedia, teaching millenials, endnote, instructional design, augmented reality, copyright, social media, innovative teaching, significance and p-values, teaching writing, healthy lifestyles, and more! 

Foundations in Teaching and Learning

A 7-part series for faculty new to teaching or experienced faculty who want to share their expertise and explore additional teaching strategies. The series will provide opportunities for learning, networking, and mentoring. Participants will complete out of class assignments and engage in interactive sessions, mentoring, shadowing, and other experiences useful for building a teaching portfolio.

Topics and Objectives:

Session 1: Getting Ready to Teach

  • Define the characteristics of the Millennial generation.
  • Describe the differences between pedagogy and andragogy.
  • Select at least two instructional principles and design an activity or strategy for implementation of one of the principles.

Session 2: Instructional Design in the Real World

  • Use principles of Backward Design and Bloom’s Revised Taxonomy Model to identify learning outcomes.
  • Evaluate and determine learning activities to achieve outcomes.

Session 3: Teaching Methods and Techniques

  • Discuss advantages and challenges of various teaching methods and techniques.
  • Determine teaching methods and techniques to apply in your instructional setting and methods for evaluation.

Session 4: Data to Inform Teaching

  • Conduct a search for relevant pieces of data, existing educational research, and evidence collected as your teaching unfolds.
  • Discuss the significance of data as it informs your teaching.
  • Synthesize the data to enrich yours and your audience’s learning experiences.
  • Recommend instructional approaches to address areas for improvement identified through the data.

Session 5: Alternative Assessment

  • Define opportunities to integrate alternative assessments into health professions training.
  • List education technology tools that can assist with the provision of innovative assessments.
  • Describe best practices related to evaluations that function within and outside traditional classroom settings.

Session 6: Building Resilience

  • Identify characteristics of resiliency.
  • Describe the benefits of errors in the learning process.
  • Discuss methods to intentionally incorporate use of errors to deepen student understanding.

Session 7: Educator Development Plan (includes personal statement/articulating your goals, CV, and teaching philosophy)

  • Identify your goals as a teacher.
  • Modify your CV or resume to articulate your experiences to learners and employers.
  • Create a teaching philosophy that reflects your unique abilities as a teacher.

To receive a certificate of completion:

  • Attend 5 of the 7 sessions and complete online evaluation of each session attended
  • Find a mentor, observe them teaching, and complete an observation form
  • Write a paragraph about a change you will make to an existing course or how you plan to integrate something learned during the series
  • Begin development of an educator development plan* including personal statement/articulating your goals, CV, and teaching philosophy
  • Complete post-survey

**Educator Development Plan - Please note that these are the required components of a teaching portfolio participants may submit as part of this series. These components may not be required, or there may be additional components to consider, when compiling a teaching portfolio for other purposes, such as for promotion within one's academic unit or for membership to other teaching academies or teaching-related organizations. When compiling a teaching portfolio for other purposes, participants should be sure to clarify what components may be required for those purposes.