NORA WOOD

Underlying Teaching Philosophy/Teaching Innovation and Effectiveness of Dr. Nora Wood

Gen Z students have grown up in a world much different from the world I experienced at their age. Consequently, it is imperative that I adjust my pedagogy to meet their needs.

The following are the major teaching innovations I utilize to create effective instruction which ultimately defines my teaching philosophy.

Equity and Inclusion – I always felt that my teaching contained a level of equity and inclusion, and after becoming the director of the Health Science LEAP program, funded by Health Equity, Diversity, & Inclusion, the focus on equity and inclusion became even more pronounced.  Health Science LEAP is a three-year pipeline program, beginning the sophomore year, for underrepresented students seeking careers in health or medicine. To join, students must meet one of the following criteria: be a first-generation college student; come from a minority background; come from a rural community; be a member of the LGBTQ+ community; or come from a marginalized group including academically, socially, or economically disadvantaged community.  The program goals are to provide the tools necessary for a successful application to various careers or graduate programs. The following are the strategies I use across ALL my classes to emphasize equity and inclusion.

·      Critical Thinking – As a professor in the LEAP Program, most of my students are first- year.  I begin every fall semester examining the value of critical thinking.  We examine microaggressions, implicit bias, and inequality in health care or the legal system. This module ends with two important writing assignments. First, students are required to research and then write on a topic such as, “Should Undocumented Immigrants Receive Adequate Health Care” or “Should Transgender Students be Allowed to use the Restroom of their Gender Identity?” This is followed with a personal essay describing a time when the student either witnessed or experienced a microaggression or of a time they became aware of their own implicit bias. These assignments and discussions enable first-year students to bring critical thinking skills to future classes.

·      Mentoring – Mentoring underrepresented students is one of my primary responsibilities.

** Every LEAP class has a peer advisor, a second-year student chosen to “TA” first- year students. I always try to choose PAs who are excellent students and meet the criteria to join Health Science LEAP, thus offering a leadership role for the student and providing an opportunity for other students to interact with someone who might be outside their regular circle of peers.

**Because LEAP is a two-semester program and HS LEAP is a multi-year program, I get to know my students as well as a professor can. I consistently tell my students I am happy to meet with them and write recommendations. For example, during the 2022 -2023 school year I wrote 22 letters of recommendation for HS LEAP students and 20-25 letters and various types of recommendations for first-year students. 

**When students begin to apply for graduate programs, I frequently review and make recommendations for their personal statements, especially those applying to medical school.

**I created the mentor/mentee program where 2^nd year medical students mentor 2^nd- year HS LEAP students as another layer of mentoring.

**I utilize the expertise of the Student Success Coaches by inviting them to all my classes

Community Building and a Sense of Belonging for HS LEAP Students

·      After admission to the program, a spring get together is organized for students to meet each other, the instructors, and review program expectations.

·       Second-year HS LEAP students are paired with a second-year medical student, who comes from a similar background. Two mentor/mentee dinners are held each semester and participants are encouraged to communicate regularly. 

·      Fall semester all HS LEAP students are invited to a sushi making event on campus where 3rd and 4^th year students share their research and graduate application experiences.

·      Spring semester all HS LEAP students are invited to attend the gala dinner and program to honor graduates of the program. Each graduate is presented with a book containing pictures and future plans of classmates. Parents and friends are invited, and juniors display their research posters.

·      Once a year HS LEAP graduates are invited to a dinner to discuss best practices with 3^rd and 4^th year students who are applying to graduate programs, especially medical school.

Community Building and a Sense of Belonging For All My Classes

·      Peer Advisors and I regularly encourage students to become involved in campus activities, LEAP activities, and the importance of joining various campus organizations.

·      Because LEAP is a two -semester program, my students feel comfortable asking for letters of recommendation. During the 2022- 2023 school year, 20-25 first-year students asked for letters of recommendations for jobs, early admission to the College of Nursing, scholarships, summer programs, internships, etc.

·      In 2012 I encouraged my Living and Learning LEAP students to create a spook alley in the LEAP House as fun Halloween activity for all LEAP students.  The tradition continues today. 

Scaffolding of Research Skills and Opportunities for HS LEAP Students

·      Second-year HS LEAP students learn the skills necessary to procure a position in a university research lab.  These skills include searching the UROP website to find labs that interest them, building and writing effective resumes, email etiquette, and interview skills. Some students will begin volunteering in labs during the summer.

·      Third-year HS LEAP students are required to work in a research lab both fall and spring semesters and are paid $15 an hour for 120 hours each semester.

·      Several principal investigators from university research labs are invited to describe their research to the class. Students have been taught how to write research abstracts and after each presentation, they are required to write an abstract.

·      Students also write an abstract on their own research and submit it to the Undergraduate Research Journal.  

·      Students then present their research at the Undergraduate Research Symposium, thus becoming a University of Utah Research Scholar upon graduation.

Scaffolding of Research Skills and Opportunities for All My Classes

·      All my students, both fall and spring semesters, are required to work on and present as a team the pros and cons of various topics.

·      Librarians teach research skills to LEAP students 5 times each semester and teams are required to meet with the librarian at least once per semester.

·      Fall semester teams create virtual posters and present their research to the class.

·      Spring semester each team is required to create a physical poster (paid for by LEAP) and present that poster at the LEAP Symposium. Students dress up, invite family and friends, and answer questions about their research.

·      This experience sets the stage for meaningful future research in their selected majors and can be added to their resumes.

Active Engagement and High Impact Practices HS LEAP Students

·      Second- year HS LEAP is a Community Engaged Learning class. Students learn about and engage in asset-based community engagement. They volunteer with a community partner for 20 hours, often extending this into the next semester.   This experience provides students with access to opportunities that eliminate barriers they may have felt existed, especially when volunteering. 

·      Second-year HS LEAP students are required to video record an interview with someone who has experienced an interesting interaction with the health care system. This narrative medicine assignment becomes the impetus for numerous discussions involving medical ethics.

Active Engagement and High Impact Practices for All My Classes

·      Teamwork- A major component of all my classes is the final project that is created and presented through teamwork.  Students learn how to deal with the “free-rider” problem and distribute assignments, so each student is actively involved. Often, this assignment creates lasting college friendships.

·      Reflections – At least twice a semester students write an essay on a specific topic.  Each essay includes a section that requires the student to consider their position on the topic and reflect on how and why they came to that conclusion. Students feel empowered and become much more engaged when asked to consider their personal opinions. 

·      Exams – When exams are given, they consist of short answer essays.  Questions are often “true/false justify” or pose a problem that can be considered through various lenses. This eliminates the simple regurgitation of facts and encourages critical thinking.