Course Description In this course, we will explore the question of the actual and potential connections between democracy and education. Our focus of attention will be placed on a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers. We will survey and deal critically with a range of competing conceptions of democracy, variously described as classical, republican, liberal, radical, marxist, neomarxist, pragmatist, feminist, populist, pluralist, postmodern, and/or participatory. Using narrative inquiry as a means for illuminating and interpreting contemporary practice, we will analyze the implications of different conceptions of democracy for the practical work of civic education.

Democracy and education.

Flipped or inverted classrooms have become increasingly popular, and sometimes controversial, within higher education. Many educators have touted the potential benefits of this model and initial research regarding implementation has been primarily positive. The rationale behind the flipped classroom methodology is to increase student engagement with content, increase and improve faculty contact time with students, and enhance learning. This paper presents a summary of primary literature regarding flipped classrooms, discusses concerns and unanswered questions from both a student and faculty member perspective, and offers recommendations regarding implementation.

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Research, Perspectives, and Recommendations on Implementing the Flipped Classroom.

Objective. To document the type and extent of active-learning techniques used in US colleges andschools of pharmacy as well as factors associated with use of these techniques.Methods.A survey instrument was developed to assess whether and to what extent active learning wasused by faculty members of US colleges and schools of pharmacy. This survey instrument wasdistributed via the American Association of Colleges of Pharmacy (AACP) mailing list.Results.Ninety-five percent (114) of all US colleges and schools of pharmacy were represented with atleast 1 survey among the 1179 responses received. Eighty-seven percent of respondents used active-learning techniques in their classroom activities. The heavier the teaching workload the more active-learning strategies were used. Other factors correlated with higher use of active-learning strategiesincluded younger faculty member age (inverse relationship), lower faculty member rank (inverserelationship), and departments that focused on practice, clinical and social, behavioral, and/or admin-istrative sciences.Conclusions.Active learning has been embraced by pharmacy educators and is used to some extent bythe majority of US colleges and schools of pharmacy. Future research should focus on how active-learning methods can be used most effectively within pharmacy education, how it can gain evenbroader acceptance throughout the academy, and how the effect of active learning on programmaticoutcomes can be better documented.

RESEARCH ARTICLES Active-Learning Processes Used in US Pharmacy Education

Objective
To document the type and extent of active-learning techniques used in US colleges and schools of pharmacy as well as factors associated with use of these techniques.

Active-Learning Processes Used in US Pharmacy Education

Pharmacy and other health sciences educators have often faced curriculum and assessment issues. However, as expectations for accountability and assessment have continued to grow for higher educatio...

http://archive.ajpe.org/aj6703/aj670389/aj670389.pdf

Excellence in Curriculum Development and Assessment

Problem-based learning has been increasingly used in pharmacy education. Problem-based learning serves to enhance such skills as problem-solving, critical thinking, clinical reasoning and self-directed learning. The present review draws on previous research into PBL in medical education, and elucidates the applications and outcomes of PBL as applied to pharmacy education. Thus, this article serves to: review the current status of PBL research in pharmacy education, identify trends and student outcomes from the pharmacy courses that have used PBL; present a brief review of PBL research in medical education; and recommend future directions for PBL research in pharmacy education.

Jill D. Salisbury-Glennon

Papers

Status of Problem-Based Learning Research in Pharmacy Education: A Call for Future Research.