I was involved in several different projects during my capstone experience in the Fall of 2020. My ultimate goal was to take a deep dive into the requirements for academia at a R1 institution, so I split my time between teaching, research and learning more about teaching and research. The following table outlines my major learning activities and projects I was involved with during my semester experience.

Doerpinghaus delta poster.pptx

Delta Teaching-As-Research (TAR) Project

During my capstone experience, I participated in the Delta program internship at the University of Wisconsin-Madison.

The Delta Internship is an opportunity to get real experience: plan instruction, evaluate how it works, and help improve the learning outcomes of students. Each project is unique, providing an experience to help each intern reach individual career goals — whether in outreach, industry, or higher education. By completing a Delta Internship, you will:

Become a more effective, evidence-based educator.
Try a teaching method or work on a goal you are interested in, such as integrating active learning into large lectures, improving student motivation and retention, or designing and implementing a flipped classroom module.
Be able to talk about something you actually did in your job interview

For my TAR project, I looked at the impact of virtual collaborative small group activities (see: Google doc collaborative matrix brainstorms) on perceived clinical confidence in post-professional OTD students. I was able to present my analysis and findings to my Delta Fall 2020 cohort and also communicated my findings to my capstone mentor and lab at UW-Madison Program in OT. Attached is my poster presentation with my analysis and findings.

Knowledge Translation & Implementation Handout.10.21.20

OT 871: Evidence-based practice

As part of my responsibilities in OT871 as co-instructor, I was responsible for leading a synchronous session for students which formed the basis for my TAR project. For this session, students were introduced to knowledge translation (KT) strategies. Students were provided readings and materials to cover before class. During class, students were provided a brief mini-lecture on KT strategies including a review of content provided and engaged in a small group activity. Students completed a portion of the KT strategies table in their small groups in breakout rooms before returning to the large group for final discussion and wrap-up. Attached is a link to the handout with the collaborative activity students completed in class.