Evidence of Teaching Effectiveness |
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Teaching Recognition
Emory Williams Distinguished Undergraduate Teaching Award, Emory University, 2020
Heart of the Students Award, Emory University, 2020
Excellence in Undergraduate Nursing Education Crystal Apple Award, Emory University, 2019
High Five Award
The High Five Club recognition honors faculty who have earned a mean faculty rating score of 5/5 from students.
Courses:
Health Assessment, 2017
Pathophysiology for Nurses, 2018, 2019
Emory Williams Distinguished Undergraduate Teaching Award, Emory University, 2020
Heart of the Students Award, Emory University, 2020
Excellence in Undergraduate Nursing Education Crystal Apple Award, Emory University, 2019
High Five Award
The High Five Club recognition honors faculty who have earned a mean faculty rating score of 5/5 from students.
Courses:
Health Assessment, 2017
Pathophysiology for Nurses, 2018, 2019
Creating a New Course
I created my own course for the Emory University Pre-College program, in which I had 20 high school juniors and seniors in a two-week non-credit class during the summer. The title of this course was, “Advances in Cardiovascular Medicine and Technology”. Creating a class from scratch was an enjoyable yet challenging experience. And because this course was part of a summer program for high school students, I wanted to create a class that was fun and engaging while also teaching my students about cardiovascular medicine.
To add a human perspective to the topic I incorporated a PBS video series, ‘The Mysterious Human Heart’, which presented the real-life dramas of people who suddenly learn that a normal, functioning heart is not something that can be taken for granted. I would often pause the video after a part of the story ended to discuss the physiology of what was happening, the technology utilized to improve the outcomes of the individual in the story, and how the disease process and technological intervention affected the everyday lives of the individual and families involved. I was impressed with the thoughtfulness of the students in considering the impact cardiovascular disease has on peoples’ lives. And they were always anxious to get back to the conclusion to find out what happened to the people in the story.
I created my own course for the Emory University Pre-College program, in which I had 20 high school juniors and seniors in a two-week non-credit class during the summer. The title of this course was, “Advances in Cardiovascular Medicine and Technology”. Creating a class from scratch was an enjoyable yet challenging experience. And because this course was part of a summer program for high school students, I wanted to create a class that was fun and engaging while also teaching my students about cardiovascular medicine.
To add a human perspective to the topic I incorporated a PBS video series, ‘The Mysterious Human Heart’, which presented the real-life dramas of people who suddenly learn that a normal, functioning heart is not something that can be taken for granted. I would often pause the video after a part of the story ended to discuss the physiology of what was happening, the technology utilized to improve the outcomes of the individual in the story, and how the disease process and technological intervention affected the everyday lives of the individual and families involved. I was impressed with the thoughtfulness of the students in considering the impact cardiovascular disease has on peoples’ lives. And they were always anxious to get back to the conclusion to find out what happened to the people in the story.
The 2015 Advances in Cardiovascular Medicine and Technology class
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Students practicing high quality hands-only CPR
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