Loading, please wait...
Date: Jul 12, 2021 12:00 PM - Jul 13, 2021 05:00 PM
CE Hours
CE Units
Target Audience(s)
- Pharmacists
Accreditation(s)
The purpose of the AACP Continuing Professional Development program is to provide continuing professional development opportunities to members and others eligible who are dedicated to life-long learning. AACP will provide high quality, active, engaging educational programming enabling individuals to continuously improve their knowledge and skills.
|
|
|
The American Association of Colleges of Pharmacy is accredited by the Accreditation Council for Pharmacy Education as a provider of continuing pharmacy education.
|
Requirements for CE Credit
| View all |
Objectives
- Explain key concepts of how students learn.
- Describe the goals for the Teachers Seminar.
- Relate the format of Teachers Seminar to evidence of best practice.
Speaker(s)/Author(s)
|
Adam M. Persky |
Activity Number
0581-0000-21-108-L04-PCE Hours
Objectives
- Create a lesson plan for a common educational problem using design thinking strategies.
- Revise a lesson based on feedback obtained during the design thinking process.
- Apply the evidence of the learning sciences to design a course or lesson for a common educational problem.
- Compare and contrast the variety of ideas to accomplish the same educational goal.
Speaker(s)/Author(s)
|
Amy Pick |
|
|
Ashley Castleberry |
|
|
Christopher Johnson |
|
|
Michael D. Wolcott |
Activity Number
0581-0000-21-109-L04-PCE Hours
Objectives
- Create a lesson plan for your own material using design thinking strategies.
- Apply the evidence of learning sciences to design a lesson or course.
- Utilize the design thinking process to design your own lesson plan.
Speaker(s)/Author(s)
|
Adam M. Persky |
|
|
Ashley Castleberry |
|
|
Christopher Johnson |
Activity Number
0581-0000-21-110-L04-PCE Hours
Objectives
- Review the goals for Day 2.
- Describe the process of Design Thinking and how it can be applied to designing a course or lesson.
- Create a lesson plan for your own material using design thinking strategies.
- Describe the options for designing a lesson for your material.
- Apply the evidence of learning sciences to design a lesson or course.
Speaker(s)/Author(s)
|
Adam M. Persky |
|
|
Amy Pick |
|
|
Ashley Castleberry |
|
|
Christopher Johnson |
|
|
Michael D. Wolcott |
Activity Number
0581-0000-21-111-L04-PCE Hours
Objectives
- Highlight 7 strategies for teaching and assessing general, non-clinical and clinical problem solving and critical thinking skills in the didactic and experiential settings.
- Outline the rationale and logistics for implementing the general, non-clinical and clinical problem solving and critical thinking strategies in the didactic and experiential settings.
Speaker(s)/Author(s)
|
Andrea S. Franks |
|
|
Jill Augustine |
|
|
Kajal Bhakta |
|
|
Kathryn J. Smith |
|
|
Melissa S. Medina |
|
|
Rahul Nohria |
Activity Number
0581-0000-21-112-L04-PCE Hours
Objectives
- Describe fundamental and essential features of active learning to ensure meaningful, authentic learning addressing knowledge, skills, and insights.
- Apply the concepts of deliberate practice (authentic practice, impactful constructive/reinforcing feedback, and learner reflection) into active learning experiences.
- Create an active learning strategy that provides authentic practice opportunities tailored to the needs of learners in terms of professional knowledge, skill, and/or insight.
Speaker(s)/Author(s)
|
Lindsay Davis |
|
|
Maura Jones |
Activity Number
0581-0000-21-113-L04-PCE Hours
Objectives
- Explain how inequities hinder learning.
- Describe methods to make the learning environment more equitable.
Speaker(s)/Author(s)
|
Lakesha M. Butler |
|
|
Otito Iwuchukwu |
|
|
Tyan Thomas |
Activity Number
0581-0000-21-114-L04-PCE Hours
Objectives
- Explain the concept of elaboration.
- Outline the benefits of this strategy.
- Draft a learning session using elaboration.
Speaker(s)/Author(s)
|
Daniel R. Malcom |
|
|
Kristin K. Janke |
|
|
Robin Parker |
Activity Number
0581-0000-21-115-L04-PCE Hours
Objectives
- Explain several common disabilities (visible and invisible) that impact student learning.
- Design a learning session that minimizes learning inequities caused by disability.
Speaker(s)/Author(s)
|
Robin M. Zavod |
|
|
Susan S. Vos, PharmD
|
Activity Number
0581-0000-21-116-L04-PCE Hours
Objectives
- Define professional identity formation.
- Describe the Dunning-Kruger effect of individuals perception of their knowledge.
- Identify reflective practice strategies for implementation in the classroom, co-curricular, or experiential settings.
Speaker(s)/Author(s)
|
Carolyn Ford |
|
|
Eric H. Gilliam |
|
|
Lori Dupree |
|
|
Michelle Z. Farland |
|
|
Stacey D. Curtis |
Activity Number
0581-0000-21-117-L04-PCE Hours
Objectives
- Identify several specific scaffolding strategies that can be utilized both in classroom and experiential learning environments.
- Describe the scaffolding strategy that will be most readily adaptable to their own teaching.
Speaker(s)/Author(s)
|
Allison Schriever |
|
|
Craig D. Cox, PharmD
|
|
|
Kathryn A. Fuller |
Activity Number
0581-0000-21-118-L04-PCE Hours
Objectives
- Explain the concept of spacing and retrieval.
- Design a learning session utilizing spaced practice and retrieval practice.
Speaker(s)/Author(s)
|
Adam M. Persky |
|
|
Kashelle Lockman |
Activity Number
0581-0000-21-119-L04-PCE Hours
Objectives
- Highlight 7 strategies for teaching and assessing general, non-clinical and clinical problem solving and critical thinking skills in the didactic and experiential settings.
- Outline the rationale and logistics for implementing the general, non-clinical and clinical problem solving and critical thinking strategies in the didactic and experiential settings.
Speaker(s)/Author(s)
|
Amy M. Franks |
|
|
Jill M. Augustine |
|
|
Kajal Bhakta |
|
|
Kathryn J. Smith |
|
|
Melissa S. Medina |
Activity Number
0581-0000-21-112-L04-PCE Hours
Objectives
- Describe fundamental and essential features of active learning to ensure meaningful, authentic learning addressing knowledge, skills, and insights.
- Apply the concepts of deliberate practice (authentic practice, impactful constructive/reinforcing feedback, and learner reflection) into active learning experiences.
- Create an active learning strategy that provides authentic practice opportunities tailored to the needs of learners in terms of professional knowledge, skill, and/or insight.
Speaker(s)/Author(s)
|
Lindsay E. Davis |
|
|
Maura Jones |
Activity Number
0581-0000-21-113-L04-PCE Hours
Objectives
- Explain how inequities hinder learning.
- Describe methods to make the learning environment more equitable.
Speaker(s)/Author(s)
|
Lakesha M. Butler |
|
|
Otito Iwuchukwu |
|
|
Tyan Thomas |
Activity Number
0581-0000-21-114-L04-PCE Hours
Objectives
- Explain the concept of elaboration.
- Outline the benefits of this strategy.
- Draft a learning session using elaboration.
Speaker(s)/Author(s)
|
Daniel R. Malcom |
|
|
Kristin K. Janke |
|
|
Robin Parker |
Activity Number
0581-0000-21-115-L04-PCE Hours
Objectives
- Explain several common disabilities (visible and invisible) that impact student learning.
- Design a learning session that minimizes learning inequities caused by disability.
Speaker(s)/Author(s)
|
Robin M. Zavod |
|
|
Susan S. Vos, PharmD
|
Activity Number
0581-0000-21-116-L04-PCE Hours
Objectives
- Define professional identity formation.
- Describe the Dunning-Kruger effect of individuals perception of their knowledge.
- Identify reflective practice strategies for implementation in the classroom, co-curricular, or experiential settings.
Speaker(s)/Author(s)
|
Carolyn Ford |
|
|
Eric H. Gilliam |
|
|
Lori Dupree |
|
|
Michelle Z. Farland |
|
|
Stacey D. Curtis |
Activity Number
0581-0000-21-117-L04-PCE Hours
Objectives
- Identify several specific scaffolding strategies that can be utilized both in classroom and experiential learning environments.
- Describe the scaffolding strategy that will be most readily adaptable to their own teaching.
Speaker(s)/Author(s)
|
Allison Schriever |
|
|
Craig D. Cox, PharmD
|
|
|
Kathryn A. Fuller |
Activity Number
0581-0000-21-118-L04-PCE Hours
Objectives
- Explain the concept of spacing and retrieval.
- Design a learning session utilizing spaced practice and retrieval practice.
Speaker(s)/Author(s)
|
Adam M. Persky |
|
|
Kashelle Lockman |
Activity Number
0581-0000-21-119-L04-PCE Hours
Objectives
- Highlight 7 strategies for teaching and assessing general, non-clinical and clinical problem solving and critical thinking skills in the didactic and experiential settings.
- Outline the rationale and logistics for implementing the general, non-clinical and clinical problem solving and critical thinking strategies in the didactic and experiential settings.
Speaker(s)/Author(s)
|
Andrea S. Franks |
|
|
Jill Augustine |
|
|
Kajal Bhakta |
|
|
Kathryn J. Smith |
|
|
Melissa S. Medina |
|
|
Rahul Nohria |
Activity Number
0581-0000-21-112-L04-PCE Hours
Objectives
- Describe fundamental and essential features of active learning to ensure meaningful, authentic learning addressing knowledge, skills, and insights.
- Apply the concepts of deliberate practice (authentic practice, impactful constructive/reinforcing feedback, and learner reflection) into active learning experiences.
- Create an active learning strategy that provides authentic practice opportunities tailored to the needs of learners in terms of professional knowledge, skill, and/or insight.
Speaker(s)/Author(s)
|
Lindsay E. Davis |
|
|
Maura Jones |
Activity Number
0581-0000-21-113-L04-PCE Hours
Objectives
- Explain how inequities hinder learning.
- Describe methods to make the learning environment more equitable.
Speaker(s)/Author(s)
|
Lakesha M. Butler |
|
|
Otito Iwuchukwu |
|
|
Tyan Thomas |
Activity Number
0581-0000-21-114-L04-PCE Hours
Objectives
- Explain the concept of elaboration.
- Outline the benefits of this strategy.
- Draft a learning session using elaboration.
Speaker(s)/Author(s)
|
Daniel R. Malcom |
|
|
Kristin K. Janke |
|
|
Robin Parker |
Activity Number
0581-0000-21-115-L04-PCE Hours
Objectives
- Explain several common disabilities (visible and invisible) that impact student learning.
- Design a learning session that minimizes learning inequities caused by disability.
Speaker(s)/Author(s)
|
Robin M. Zavod |
|
|
Susan S. Vos, PharmD
|
Activity Number
0581-0000-21-116-L04-PCE Hours
Objectives
- Define professional identity formation.
- Describe the Dunning-Kruger effect of individuals perception of their knowledge.
- Identify reflective practice strategies for implementation in the classroom, co-curricular, or experiential settings.
Speaker(s)/Author(s)
|
Carolyn Ford |
|
|
Eric H. Gilliam |
|
|
Lori Dupree |
|
|
Michelle Z. Farland |
|
|
Stacey D. Curtis |
Activity Number
0581-0000-21-117-L04-PCE Hours
Objectives
- Identify several specific scaffolding strategies that can be utilized both in classroom and experiential learning environments.
- Describe the scaffolding strategy that will be most readily adaptable to their own teaching.
Speaker(s)/Author(s)
|
Allison Schriever |
|
|
Craig D. Cox, PharmD
|
|
|
Kathryn A. Fuller |
Activity Number
0581-0000-21-118-L04-PCE Hours
Objectives
- Explain the concept of spacing and retrieval.
- Design a learning session utilizing spaced practice and retrieval practice.
Speaker(s)/Author(s)
|
Adam M. Persky |
|
|
Kashelle Lockman |
Activity Number
0581-0000-21-119-L04-PCE Hours
Objectives
- Revise a lesson plan using design thinking strategies.
- Apply the evidence of the learning sciences into the revised lesson or course.
- Develop an action plan moving forward.
Speaker(s)/Author(s)
|
Amy Pick |
|
|
Ashley Castleberry |
|
|
Christopher Johnson |
|
|
Michael D. Wolcott |
Activity Number
0581-0000-21-120-L04-PCE Hours
Objectives
- Identify resources for further learning and follow-up.
- Develop a community of support.
Speaker(s)/Author(s)
|
Adam M. Persky |