This course provides an account of the seminal works, contemporary theories and models, and emerging perspectives of team leadership in health sciences. As such, the course goal is to expose participants to the various ways leadership has been conceptualized and to discuss how it will be shaped in the future. Cross-disciplinary and integrative views of the team and organizational leadership phenomenon are used to highlight how different disciplines inform leadership study and to illustrate various methodologies that are used for understanding and assessing team and organizational leadership.

Through the course, students will explore the just-released edited volume, Universal Access Through Inclusive Instructional Design: International Perspectives on UDL (Gronseth & Dalton, 2020), and have opportunities to dive deeper into the course topics through interactions with several of the educators featured in the book. Course topics span foundations, policies, design approaches, technology applications, accessibility challenges, curricular quality issues, research, case studies, and future directions of Universal Design for Learning, accessibility, and curricular quality. Course activities will include discussions (both synchronous and asynchronous options), reflective writing, hands-on practice, and projects. Further questions about the course can be directed to slgronseth@uh.edu

This course deals with the exploration of the theories of diffusion of organizational change as well as the relevant professional practice literature. The course emphasizes the professional practices of leaders responsible for guiding change and reform efforts in organizations and educational institutions.

Students in this course will explore educational evaluation concepts and gain an understanding of theories underlying the evaluation process. Upon completion of the course, students should be able to assess educational program outcomes, plan program evaluation strategies, and competently participate in educational decisions related to program evaluation.

The goal of this course is to introduce students to the history and current practice of Computer-Mediated Communication (CMC) for educational, social and informational purposes. A particular emphasis will be placed on how CMC is used in healthcare-related environments. Each week of the semester, students in the course will explore and discuss a range of technologies that allow individuals and organizations to create, share and deliver information online, including many of the advantages, disadvantages and effects associated with this use. Students will also examine theoretical frameworks of CMC, research findings, and the influence and implications of emerging and future communications technologies.

Students in this course will conduct their own explorations on a particular topic or set of topics related to the impact of computer-based communication technologies in healthcare settings and present their findings to the class. Students will examine what types of people or groups are using these technologies, how these tools are being used, what anticipated and unanticipated issues have arisen from this use, what research has been done in this area, and what are the implications for educators, students, healthcare professionals, patients and others who are using CMC tools in a wide variety of personal and professional contexts. The list of CMC topics that will be explored in this course include:

• Intro to Computer-Mediated Communication
• Theories of CMC
• Overview of the Internet the Web
• The Internet in Daily Life
• Social Networks
• Photo Sharing Video Sharing
• Presenting yourself Online through an e-Portfolio
• Mobile Computing, Medical Software and Devices 
• Online Support Groups Virtual Communities
• Privacy, Cyber Threats, Online Security, Identity Theft 
• Text Messaging, Online Chat, Sexting Cyberbullying
• Digital/Internet Addiction, part 1 - is constant exposure to technology a health disorder?
• Digital/Internet Addiction, part 2 - compulsive Internet use: video games, gambling, pornography, etc.
• Educational Podcasts, Blogs, Flipped Classrooms
• Massive Open Online Courses (MOOCs)
• The Future of Online Learning

In this course, students explore current issues and trends in instructional design and technology including materials drawn from mass media, recent educational journals, and other relevant resources. Topics include educational technology foundations, theoretical perspectives, applications and examples for instructional practice, and future trends and explorations.

By the end of this course, the students are expected to:

• Understand the definition of educational technology and the implications / applications in various learning environments for diverse learners
• Develop the ability to critically analyze and synthesize educational technology-related publications from a variety of perspectives
• Develop a literature review on an educational technology-related topic of interest
• Demonstrate the ability to successfully engage in scholarly discussions
• present ideas in a conference presentation format

This course is an introduction to the theoretical, experiential, and critical components of the instructional design process. Students will explore the primary methods of computer-based instruction, and the major components of instructional development. In addition, students will design a stand-alone instructional module that is materials-centered rather than teacher-mediated and can be shared and used in real educational settings.

This course focuses on creating effective instructional strategies for online learning. These strategies can be designed for totally online courses, hybrid courses, or courses that are face-to-face with additional resources that are online. These courses can be for any level of instruction from K-12 to higher education to professional development or corporate training.

These two courses cover the theory, design and use of teaching materials for online delivery. In addition, students will explore the use of a range of Web 2.0 tools such as blogs, podcasts, online collaboration resources and other assorted web-based tools and programs and gain hands-on experience using these applications to develop educational materials that can support online teaching and learning.

This course is an empirical and theoretical examination of models of teaching based upon studies of teacher roles and role behaviors. In addition, this course encompasses demonstrations and simulations of various models for application to students’ own instructional settings. This course is designed to investigate a set of teaching models that have been developed and validated over the past forty years in a variety of educational settings. A teaching model is viewed in this course as a series of preplanned teacher and student actions that 1) reflects a strong philosophic or psychological theory; 2) when appropriately used, generates significant gains in student knowledge, skills, and/or attitudes; and 3) is applicable in the “real world,” in other words, it is not just theoretically possible to be implemented but can be used in medical teaching settings.

CUIN 7358 focuses on the application of digital storytelling for educational purposes and combines hands-on experience using computer-based software with an investigation of current research and best practices. Students explore the use of digital storytelling as they view and discuss digital stories created by others, investigate how digital storytelling is being used to promote teaching and learning, and design and develop their own educationally-meaningful digital story projects that combine a variety of multimedia elements with instructional materials.

The primary goal of the course is for students to learn to use digital cameras and other imaging devices and apply techniques and strategies that will result in educationally useful digital imaging projects. The course blends theoretical and research issues related to the use of digital photographs and other images in instructional settings with production competencies. Students will gain hands-on experience in the creation of digital images and the design and development of an educational digital imaging project. Students in this course will be able to:

• Explore a range of digital imaging principles and concepts;
• Apply these principles and concepts to the hands-on use of screen-capture software and digital cameras;
• Develop a meaningful digital imaging vocabulary that extends to other environments outside of this course;
• Create digital imaging projects that effectively communicate instructional content,
• Communicate and share feedback on digital imaging projects, and
• Demonstrate a thorough knowledge of digital imaging skills and techniques that may be used to support teaching and learning.

This course is intended to provide health science professionals with an improved ability to assess current curricula, to lead curricular change, and to make curricular decisions at the course and program levels. The content and activities of this course provide the learner with the opportunity to:

1. Demonstrate competency of the curriculum development process (problem identification, needs assessment, goals and objectives, strategies, implementation, and evaluation) as it applies to medical education.
2. Develop an understanding of curriculum concepts, processes, policies, and products by:
• Differentiating different levels at which curriculum planning and development occurs;
• Discussing the roles and responsibilities of curriculum stakeholders;
• Discussing the political nature of curriculum work;
• Analyzing the elements, organization, scope, and sequence of foundational curricular documents;
• Describing tools for planning, developing, implementing, and evaluating curriculum projects, and
• Developing curricular documents.
3. Critically compare and evaluate medical education curriculum products (standards, benchmarks, taxonomies, guides) and processes from different levels (international, national, state, and local).

CUIN 7305, The Design Development and Evaluation of Presentations, is a graduate level course that focuses on designing and developing multimedia presentations for instructional settings. It is a research and hands-on based experience for students who want to expand their knowledge of how to design, develop, deliver and evaluate educational presentations. In this course, students will learn to use various technology tools and resources to support educational presentations. Students will:

• Plan effective educational presentations
• Design effective educational presentations
• Deliver effective educational presentations
• Evaluate effective educational presentations

The main focus of CUIN 7305 is on the planning, design, creation, delivery and evaluation of educational presentations. Then in CUIN 7389, students learn to use various multimedia tools and resources to support the educational presentations that they develop in CUIN 7305. Students in these courses will:

• Use web-based search tools to find instructionally-meaningful content;
• Work with multimedia files, including graphic images, digital audio and digital video files;
• Use computer-based software applications to create, modify, reformat and save digital content for use in educational presentations for teaching and learning; and
• Explore theoretical and research issues related to designing, developing, delivering and evaluating educational presentations.

This course is designed to provide students with exposure to important facts, concepts and principles relating to human learning. The prominent theories and concepts of human learning and instruction will be surveyed, and applications and implications of these theories will be studied. Topics will include behaviorism, cognitive information processing, meaningful learning and schema theory, situated cognition, constructivism, cognitive and knowledge development, biological basis of learning and memory, personality, creativity, Gagne’s theory of instruction, motivation and self-regulation in learning.

CUIN 8320 is the last part of a research sequence that includes CUIN 8380, CUIN 8397, CUIN 8381, and CUIN 8320. This course centers on developing and writing a research proposal or as a theoretical candidacy paper. Primary emphasis is placed on students’ research questions and strategies for identifying and organizing the appropriate methodology and attendant methods to answer those questions. That is, primary emphasis is placed on the relationship between a research question and a research methodology with an equal emphasis on the philosophical and theoretical commitments underlying these relationships.

CUIN 8380 is first part of a research sequence that includes CUIN 8380, CUIN 8397, CUIN 8381, and CUIN 8320. This course centers on three areas relevant to conducting research in medical education and leadership studies: (1) identification of initial constructs and theories that support your research interest, (2) identification of a problem statement for your area of interest, (3) critical analysis of research reports and review of research literature.

The course will demonstrate principles and practices for research-based writing in the development of a doctoral thesis for healthcare professional in education. Students will learn to identify and put into practice fundamental concepts concerning style and purpose specific to the genre, and will integrate and optimize writing and research processes specific to the discipline.