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IAHE

ADEA/Colgate/AAL Institute
for Allied Health Educators

The ADEA/Colgate/AAL IAHE offers a convenient, collaborative, and cutting-edge series of online courses for full- and part-time allied health educators, and private practitioners embarking on a new career in academia.

ADEA/Colgate/AAL IAHE Overview

The ADEA/Colgate/AAL IAHE offers four independent courses:

Courses in the ADEA/Colgate/AAL IAHE series are delivered entirely online, to give you maximum flexibility, convenience, and opportunity to learn. Every live session is recorded and archived, so even if you miss a broadcast, you can view the slides and hear the instructor's commentary and Q&A with participants at your convenience.

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The ADEA/Colgate/AAL IAHE series features courses divided into weekly, live evening sessions held online, with assignments before each live session. Every live presentation is recorded and archived, so even if you miss a broadcast, you can view the slides and hear the instructor's commentary and Q&A with participants at your convenience. You will be invited to participate in online discussions between sessions with the instructors and your colleagues, and you can submit questions to the instructors at any time during the program. All archived sessions, readings and assignments also will be available to you for weeks after the program concludes, to give you maximum flexibility, convenience, and opportunity to learn.

Participants can complete the assignments to earn 20 CE (ADA CERP) credits for each ADEA/Colgate/AAL IAHE course, or they can choose to audit, getting full access to the materials but without completing the work or receiving the CEUs. The tuition remains the same regardless of this.

 

TEACHING FOUNDATIONS IN ALLIED HEALTH EDUCATION

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Course Orientation: January 18, 2017 from 8:00 p.m. to 9:00 p.m. Eastern
Content Modules: January 25, February 1, 8, 15 & 22, 2017, from 8:00 p.m. to 9:30 p.m. Eastern

Registration Deadline: January 20, 2017

  • Using case-based and problem-based learning to enrich curriculum
    • Understand the fundamentals of case-based and problem-based learning, and how they can be utilized to enrich the curriculum.
    • Assess their learning styles and teaching preferences, and how to successfully implement case-based/problem-based learning opportunities for their students.
  • Best practices for planning courses
    • Identify the interaction between learning goals, teaching and learning activities, feedback, and assessment.
    • Consider the use of the GOME (goals, objectives, methods, evaluation) method to provide structure and a logical sequence to course development.
  • Working productively with struggling students
    • Discuss best practices for working with struggling students.
    • Develop a repertoire of responses to deal with struggling students by analyzing and discussing struggling student scenarios with your peers
  • Portfolios for assessment
    • Discuss a systematic approach (how to) for implementing portfolio assessment along with methods for evaluation.
    • Discuss barriers to implementing portfolio assessment of student competency and strategies for overcoming potential barriers.
  • Classroom teaching: preparation and presentation
    • Strategies for designing and delivering effective lectures
    • Active learning methods for classroom learning

The cost of $350 includes 20 CEUs

 

CLINICAL TEACHING BEST PRACTICES

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Course Orientation: March 22, 2017, from 8:00 p.m. to 9:00 p.m. Eastern
Course Modules: March 29, April 5, April 12, 19 & April 26, 2017, from 8:00 p.m. to 9:30 p.m. Eastern

Registration Deadline: March 24, 2017

  • Patient education and risk assessment
    • Discuss strategies for presenting patient education while incorporating various indices as part of data gathering.
    • Present evaluation rubrics for oral self-care, including components of motivational interviewing.
  • Treatment of medically compromised patients
    • Identify categories of chronic medical conditions and accompanying oral manifestations that affect the care of adult patients.
    • Develop guidelines for patient treatment and/or special needs for each phase of the dental appointment with a particular emphasis on effects of medications.
  • Teaching strategies and evaluation of patient assessment
    • Recognize the importance of each component of the health history and a thorough patient examination to the acquisition of an accurate health database.
    • Explore types of assignments that prompt students to begin development of critical thinking skills in order to address a patient’s treatment needs.
  • Addressing generational differences among students, faculty, and patients
    • Describe and understand the various characteristics among generations.
    • Identify Best Practices for all generations.
  • Interprofessional collaboration for patient treatment
    • Understand the importance of team-based health delivery.
    • Gain knowledge on Best Practices in Interprofessional Health Care Education

The cost of $350 includes 20 CEUs

 

 

ADVANCES IN EDUCATIONAL METHODS FOR ALLIED HEALTH EDUCATORS

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Course Orientation: June 14, 2017, from 8:00 p.m. to 9:00 p.m. Eastern
Course Modules: June 21, June 28, July 5, July 12 & July 19, 2017, from 8:00 p.m. to 9:30 p.m. Eastern

Registration Deadline: June 16, 2017

  • Using technology in teaching
    • Identify strategies for determining the appropriate use of technology that will result in enhancing your teaching and learning environment.
    • Discuss the importance of creating a learner-centered environment where students are encouraged to be self-directed learners and problem solvers.
  • Classroom assessments
    • Describe current assessment methods -- including test construction and analysis -- available to assess competence in health professional students.
    • Given a competency domain, identify the strengths and weakness of the various assessment methods used to determine competence.
  • Academic honesty and classroom civility
    • Structure the classroom and curriculum to maximize students’ engagement and their motivation to perform well honestly.
    • Assess strategies for classroom management.
  • Evidence-based practices in teaching
    • Explore resources to identify relevant research.
    • Use research articles to develop step-by-step directions for educational methodology improvements.
  • Conflict management
    • Assess your conflict style and test different approaches to hypothetical situations.
    • Explore and apply strategies for managing conflict in a positive manner.

The cost of $350 includes 20 CEUs

 

 

REVITALIZING CURRICULUM AND CALIBRATING FACULTY

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Course Orientation: October 5, 2016, from 8:00 p.m. to 9:00 p.m. Eastern
Course Modules: October 12, October 19, October 26, November 2 & November 9, 2016, from 8:00 p.m. to 9:30 p.m. Eastern

  • Creating a flipped classroom
    • Provide an overview of the flipped classroom model, identifying advantages and role of faculty as facilitators.
    • Apply the concepts of a flipped classroom by combining the basic sciences with clinical care, including utilization of evidence-based learning, cases and reflective exercises.
  • Faculty calibration
    • Define faculty calibration and its importance to clinical practice.
    • Review a variety of methods for faculty calibration.
  • Curriculum design and management
    • Define curriculum mapping and how mapping relates to student assessment.
    • Compare curriculum mapping and course sequencing for optimal student success.
  • Designing hybrid courses
    • Explore several course management learning systems and imbedded features that can be used to develop a hybrid course.
    • Discuss strategies to modify existing courses into blended learning experiences for both the students and faculty.
  • Faculty motivation
    • Explore best practices as they relate to faculty motivation and team-building.
    • Apply motivational techniques to better engage peers in an effort to motivate fellow faculty.

The cost of $350 includes 20 CEUs

 

 

Volume discounts are available for 3 or more faculty attending any of these courses from the same institution. For 3-4 attendees, the discount is 50% off one tuition; for 5-6 attendees, the discount is one free tuition; and so on.

Institutions receive the discount when the following occurs:

  • Notification of the intent to send multiple faculty is received in advance so AAL can provide the appropriate discount code.
  • If the institution is paying, multiple attendees register at the same time indicating payment by the same institutional check, PO, or credit card.
  • If each participant is paying individually, multiple attendees register at the same time and the discount will be divided evenly between the participants.

Alternatively, AAL alumni receive a $50 discount (cannot be combined with group discount).

To arrange for these discounts, please contact AAL Director of Professional Development Dr. Felicia Tucker-Lively  or call 404-350-2098.

 The computer hardware and software requirements are very basic. To participate, all you need is a PC, Mac or laptop and an Internet connection. Your telephone or cellphone can be used for full audio participation.

In addition, Adobe Flash Player 10.3 or higher will be required. This is a free download from Adobe: http://get.adobe.com/flashplayer/

Recommended web browsers:

  • Firefox release 12 or higher
  • Internet Explorer release 7 or higher
  • Mac OS X release 10.6 or higher
  • Google Chrome

AAL used Adobe Connect for our learning management system and online meetings. Adobe Connect system requirements are here:

www.adobe.com/products/adobeconnect/tech-specs.html

You can test your hardware and software by clicking this link:
aal.adobeconnect.com/common/help/en/support/meeting_test.htm

Long before the first online session of each course, you will have a chance to test your system to make sure it conforms to some minimal software requirements, and you'll be able to download any free software that your system needs. Technical assistance also will be available to you.

ADEA/Colgate/AAL IAHE faculty members include nationally recognized experts in education, curriculum, and leadership in academic health care: 

Cynthia C. Amyot

M.S.D.H., Ed.D.

Senior Consultant

Floyd Butz IV

M.P.H., RDH, CPH

Senior Consultant

Marcia M. Ditmyer

Ph.D., M.S., M.B.A., M.C.H.E.S.

Senior Consultant

Diana Macri

RDH, B.S.D.H., M.S.Ed.

Senior Consultant

Pam Overman

Ed.D., RDH

Senior Consultant

Cheryl Westphal Theile

Ed.D., RDH

Senior Consultant

Rebecca S. Wilder

RDH, M.S.

Senior Consultant

CLOSE

 

"AWESOME program!! This program has helped me go to the next level of teaching!! The ADEA/Colgate/AAL IAHE course on 'Advances in Educational Methods for Allied Health Educators' has forever changed the way I teach in the dental hygiene classroom. Using the flipped classroom approach has allowed me to become more creative and inventive in all of my course designs. After taking your online program, I completely changed all my courses with this model in mind. The pressure I once felt about trying to race through endless amounts of material is gone. We actually get to focus on case studies, problem solving, and hands on assignments in groups, pairs, or all together, which is so much more alive and active! I was able to see first hand how to approach and design a course of my own. I have become so empowered by this method that I have taught 3 of my colleagues within the DH program how to incorporate and 'try' this style of teaching. One of my colleagues in fact, tried this method half way through her Nutrition course and saw such a HUGE difference in her classroom. She loved that the class was actively engaged in learning and felt it was so much more fun than lecturing. Thank you so much for putting these OUTSTANDING programs together—they are life changing!"
Stephanie Zarse, MSDH, Associate Professor, Springfield Technical Community College Dental Hygiene Program 


 "As a new educator, I have found the ADEA/Colgate/AAL IAHE courses to be a fantastic way to collaborate with other educators and learn from wide perspectives. The online course was so smooth and user friendly, I can't wait to take more!" 
Kris Dowling, RDHAP, BA, Dental Hygiene Instructor, Cabrillo College 


 "I truly appreciate this resource. Despite being an educator and program director for over 15 years, I learned excellent methodologies and techniques to improve my ability to provide the best education possible to my students. Interaction with other educators in a discussion forum setting and receiving feedback from those peers was invaluable!"
Shelly Feiwell, CDA, EFDA, EFDA Education Director, Case Western Reserve University School of Dental Medicine 


 "This course provides the faculty with very useful tools in the teaching-learning process, especially in areas related to technological advances. I recommend it to all my colleagues.The instructors have been very professionals and have proven commitment. They were successful in maintaining communication and feedback with the virtual classmates."
Aslin M. Gonzalez-Pena, Associate Professor, University of Puerto Rico, School of Health Professions 


 "This was my first online course and it exceeded my expectations! You have set the bar high for any future courses I take!"

Erin Boyleston, RDH, MS, Assistant Professor, Georgia Regents University, College of Allied Health Sciences, Department of Dental Hygiene 


“The programs that are presented by the Institute for Allied Health Educators are outstanding. I have learned valuable information, not only from the presenters, but from the other participants, as well. I appreciate the fact that allied health educators are so eager to share and are willing to help each other. This is my second program, but it definitely isn't my last. Thank you for the opportunity to participate.”

Deborah Kirts Thomason, RDH, MSEd, Director/Instructor, Lake Land College

“If you want effective crash courses in contemporary teaching methods and technologies, without the time and expense of more graduate degrees, look no further than ADEA/AAL Institute for Allied Health Educators. Outstanding information with practical value!”
Russell W Cyphers, DDS, FAGD, Clinical Care Coordinator, Midwestern University

 

Every ADEA/Colgate/AAL IAHE course includes continuing education credit through the American Dental Association CERP and the Academy of General Dentistry PACE program. In addition, the American Dental Education Association, Colgate, and the Academy for Academic Leadership recognize the achievement of ADEA/Colgate/AAL IAHE scholars by awarding a certificate of completion.

The American Dental Education Association is an ADA CERP Recognized Provider. ADA CERP is a service of the American Dental Association to assist dental professionals in identifying quality providers of continuing dental education. ADA CERP does not approve or endorse individual courses or instructors, nor does it imply acceptance of credit hours by boards of dentistry. ADEA designates each ADEA/Colgate/AAL IAHE course for 20 continuing education credits. This continuing education activity has been planned and implemented in accordance with the standards of the ADA Continuing Education Recognition Program (ADA CERP) through joint efforts between the American Dental Education Association and the Academy for Academic Leadership. This series is made possible through the generous support of the Colgate-Palmolive Company.

Program Curriculum

  • Classroom and clinic teaching
  • Case-based and problem-based learning
  • Portfolios for assessment
  • Patient education and risk assessment
  • Treatment of medically compromised patients
  • Interprofessional collaboration
  • Technology in teaching
  • Classroom assessments
  • Academic honesty and classroom civility
  • Evidence-based practices in teaching
  • Flipped classrooms and hybrid courses
  • Faculty calibration
  • Course planning and curriculum design

Testimonials

Gay Teel

Diablo Valley College, Dental Hygiene Program

"Great program for on-line development. This course has marvelous learning strategies to create flipped classrooms and hybrid courses. This strategic learning is very helpful to engage in activities to reinforce the methodologies being taught in AAL. It is clear that faculty need to engage in a more productive learning environment for our students. Faculty motivation and calibration are addressed in this course which could help this growth process."