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Faculty | Researcher | Instructional Designer
Mike Coriasco (he/him) is an instructor at OHSU's School of Nursing in the online RN to BS undergraduate degree program.
Mike began his healthcare career in Emergency Medical Services, working in the field and at OHSU's ED as a paramedic before returning to school to earn his RN. As an RN, Mike worked primarily in community health, working with the Multnomah County School District, providing education, training, and care to students and families, as well as advocating for health issues locally and at the state capital.
Mike returned to OHSU as a faculty member to add his unique perspective and experience to the nursing program; he is very passionate about nurses stepping beyond direct patient care and into leadership positions within their organizations and communities. OHSU's RNBS program focuses heavily on nurses as leaders and nurses' impact and care for communities, beyond what is immediately in front of them, which attracted him to this setting.
Mike's passions outside of work run the spectrum from video games and movies to hiking and world travel. He is also particularly talented at starting to learn something, and then abandoning it, and has quite a collection of instruments he cannot play, and craft projects he has finished. However, there is value in this sort of thing; curiosity pushes us to try new things, but if those things do not fulfill us, we should not feel obligated to complete them, nor should we let those 'failures' prevent us from following our curiosity in the future.
Featured Work & New Scholarship
Here you can see new ideas I am puzzling out, ongoing research, and recent publications and presentations.
Student-Led Discussion Forums
Student-Led Discussion Forums
This qualitative study explored nursing students' perceptions of student-led asynchronous discussions as an alternative to traditional instructor-led forums. Analysis of student feedback from two online courses revealed that students valued the informal, conversational nature of the discussions, which fostered authenticity and collaborative learning. This model aligns with Universal Design for Learning (UDL) principles by providing diverse pathways for engagement and giving students the freedom to explore topics, ultimately enhancing autonomy and satisfaction.
Coriasco, M., Jones, J., Hawk, H. (2025). Untangling threads: Rethinking online nursing discussion forums. Teaching and Learning in Nursing, 20, 333-337. https://doi.org/10.1016/j.teln.2025.04.018
Image via Pixabay artist, InPixell_Studio
Student Resubmission
Student Resubmission
A colleague and I are in the process of completing a scoping review addressing student resubmission. Assessment in higher education has traditionally functioned primarily as a summative evaluation tool, measuring student learning at the conclusion of an instructional period to assign grades. However, contemporary assessment theory increasingly recognizes the limitations of this evaluative-only approach and emphasizes assessment's potential as a mechanism for learning itself. An integrative review approach is particularly appropriate for this topic, as evidence remains fragmented across disciplines and contexts, employing diverse methodologies that preclude traditional meta-analysis.
Publication Pending Submission
Image via Pixabay artist, mickrh
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