Course Descriptions

This course will explore research methods specifically in the context of inquiry in the Scholarship of Teaching and Learning (SoTL). Students will consider meaningful research questions and the application of research methods appropriate to the questions and sensitive to the contexts in which SoTL research is done.

Weekly hours: 3 Seminar/Discussion hours
Restriction(s): Admission to the Masters of the Scholarship of Teaching and Learning or the Graduate Certificate in the Scholarship of Teaching and Learning.

This course explores the recent history of the Scholarship of Teaching and Learning (SoTL), reviews learning theory that informs the practice of SoTL inquiry, and considers institutional impact of SoTL.

Weekly hours: 3 Seminar/Discussion hours
Restriction(s): Admission to the Masters of the Scholarship of Teaching and Learning or the Graduate Certificate in the Scholarship of Teaching and Learning.

This course explores the differences and unique characteristics of disciplines in teaching and learning environments that influence inquiry in the Scholarship of Teaching and Learning, including signature pedagogies, threshold concepts, and troublesome knowledge.

Weekly hours: 3 Seminar/Discussion hours
Restriction(s): Admission to the Masters of the Scholarship of Teaching and Learning or the Graduate Certificate in the Scholarship of Teaching and Learning

The purpose of this course is to apply the theory and skills of the Scholarship of Teaching and Learning (SoTL) through the development of a SoTL research proposal that can be conducted in the student’s own context. The proposal will include an entire application for the study approved by the instructor. By the end of the course, students will be expected to; articulate and clearly delineate an appropriate problem for a SoTL study in their own or future teaching context; communicate the problem, supporting literature, research questions, and research methods in a research proposal; and identify ethical issues and constraints for the study and prepare an ethics proposal suitable for consideration and approval.

Weekly hours: 3 Seminar/Discussion hours
Restriction(s): Admission to the Masters of the Scholarship of Teaching and Learning or the Graduate Certificate in the Scholarship of Teaching and Learning
Prerequisite(s): SOTL 801

This course is designed for educators in the health professions and explores a range of teaching methods for classroom, clinical, and community settings. Learners will study key learning theories, including behavioral, cognitive, social, and experiential, and apply them to instructional design. The course focuses on developing learning outcomes, lesson planning, and using strategies such as direct, interactive, experiential, and problem-based learning. Participants will also engage in reflective practice and build communities of practice to support collaboration and professional growth.

Weekly hours: 3 Seminar/Discussion hours
Restriction(s): Restricted to students in the M.Ed. in Health Professions program or students in the Certificate in Teaching and Learning in Health Professions Education.
Note: Students with credit for ECUR 836 will not receive credit for this course.

This course explores the purposeful integration of technology and simulation in health professions education to enhance teaching, learning, and assessment. Learners will discuss collaborative simulation scenarios to support experiential learning and clinical skill development. Emphasis is placed on applying educational technologies and digital tools to improve learner engagement, knowledge retention, and skill acquisition. Students will also evaluate emerging technologies and simulation innovations, considering their pedagogical value, feasibility, and ethical implications.

Weekly hours: 3 Seminar/Discussion hours
Restriction(s):Restricted to students in the M.Ed. in Health Professions program or students in the Certificate in Teaching and Learning in Health Professions Education.
Note: Students with credit for ECUR 837 will not receive credit for this course.

Educators in the health professions will examine effective learner assessment practices across a variety of educational settings. The course emphasizes evidence-informed assessment design, backward design principles, and strategies for evaluating professional competencies. Participants will develop and analyze both formative and summative assessments, including written, performance-based, and clinical formats. Additional topics include standard setting, interpreting assessment data.

Weekly hours: 3 Seminar/Discussion hours
Restriction(s): Restricted to students in the M.Ed. in Health Professions program or students in the Certificate in Teaching and Learning in Health Professions Education.
Note: Students with credit for ECUR 838 will not receive credit for this course.

This course guides educators through the systematic design of programs, curricula, and courses in health professions education. Participants will explore curriculum theory, foundational principles, and essential technical components to ensure alignment with healthcare standards and stakeholder needs. Emphasis is placed on integrating theory with practical frameworks to create cohesive, learner-centered educational experiences. The course also addresses current trends and innovations, including technology integration, inclusive practices, and data-informed decision-making to enhance instructional design.

Weekly hours: 3 Seminar/Discussion hours
Restriction(s): Restricted to students in the M.Ed. in Health Professions program.
Note: Students with credit for ECUR 839 will not receive credit for this course.

This course aims to equip health professionals with the knowledge and skills necessary for effective leadership, embracing change, resolving conflicts, evaluating programs, and fostering interprofessional collaboration in higher education. Designed for leaders in higher education, the course promotes inclusivity and diversity by integrating a variety of leadership theories and collaborative strategies to address the evolving needs of modern educational environments.

Restriction(s): Restricted to students in the M.Ed. in Health Professions program.

Offered occasionally in special situations. Students interested in these courses should contact the department for more information.

This is a non-credit research seminar that will acquaint students with the process of building a research program that will span their entire program of study, including a proposal for 3–4 linked research studies in SoTL, and a draft research ethics application. The approval of the program of study will serve as the standard for successful completion.

Restriction(s): Admission to the Master of the Scholarship of Teaching and Learning (M.SoTL.) program is required.

Students will demonstrate their scholarship in teaching through a collection of academic and professional work. The work will be represented through portfolios, which may include multi-media presentations, critical reflections and professional development.

Weekly hours: 1 Lecture hours and 2 Seminar/Discussion hours
Prerequisite(s): 27 credit units of course work toward the M.Ed. degree.
Note: Students with credit for ECUR 991 will not receive credit for this course.

The thesis research is the culminating activity in the master's program. Under the guidance of a faculty supervisor and thesis committee, the student will propose, conduct, and defend research that demonstrates proficiency in carrying out research in the scholarship of teaching and learning.

Restriction(s): Admission to the Master of the Scholarship of Teaching and Learning (M.SoTL.) program is required.