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  • Better writing instruction comes from studying student work more closely

    Better writing instruction comes from studying student work more closely


    Credit: Katie Schneider Gumiran and Rosa Gaia for Conway Elementary

    An instructional leader in a Bay Area school district told me last week that while they are a bright spot in improving reading for the last three years, they still haven’t recovered to pre-pandemic levels. “Our biggest pain point is writing. Our gaps start in ELA, but we see them in science and social studies too.”

    This district isn’t alone; schools throughout California are struggling to improve writing across the curriculum. What might we do differently?

    In their new book, Learning Together, Elham Kazemi and colleagues suggest school leaders work with teachers to analyze student writing more regularly. Reviewing a set of informational essays, or an extended project in biology, could be the center of more grade-level planning meetings or districtwide professional learning days.

    The pioneer in this approach has been Ron Berger, one of the co-founders of EL Education, a national non-profit that partners with K-12 educators to transform their schools. Berger has been a mainstay of High Tech High’s Deeper Learning conferences in San Diego and has taught more than 300 workshops around the country, all of them closely examining examples of student work.

    In Leaders of Their Own Learning, the instructional guide he co-authored, Berger tells the story of coaching a high school physics teacher who says, “The students’ lab reports are terribly written and it’s driving me crazy.”

    Ron asks if she’s ever shown her students a model of a good lab report and she replies that she has not.

    When given the chance to closely study an exemplary lab report, her students are surprised at the vocabulary and level of precision in it. A number laughed at how low their own standards had been.

    “For all the correcting we do, directions we give, and rubrics we create about what good work looks like,” writes Berger, “students are often unclear about what they are aiming for until they actually see and analyze strong models.”

    Ron Berger used to lug around a giant black bag of student essays, labs, and video presentations to discuss at workshops. Eventually, with support from the Hewlett Foundation, and collaborating with Steve Seidel at Harvard University, Berger built an online museum for displaying student work.

    Models of Excellence showcases 500 examples of great student writing and other projects from around the U.S. and the world. California students have contributed sixty pieces, including a Kids Guide to California National Parks created by 2nd graders from Big Pine, and an analysis by 6th graders on the water quality of Lake Merritt in Oakland. 

    Here are three ways districts and schools across California can improve writing by studying their own student work:

    First, form a study group. In grade-level meetings or working across the district, teachers and a coach can assemble their own models of excellent student writing. The group can link the models to criteria which guide students’ efforts; the more concrete, the better. The study group can use the rubrics and student checklists developed by the Vermont Writing Collaborative for all genres of writing at all grade levels.

    After teaching a lesson where third graders critiqued a fantasy story, Berger reflects, “It’s much more powerful to bring in models of great work. Then have the kids be detectives and have the excitement of discovering and naming the qualities of great writing — humor, powerful words, well-drawn character — in their own words.”

    Second, get the feedback right. Dylan William writes in Embedded Formative Assessment that most feedback in schools is accurate, but falls short of showing the learner how to move forward. He tells of a science student who reads he needs to be more systematic. “If I knew how,” the student tells his teacher, “I would have done it the first time.”

    Students can resist revising their work, so Berger suggests teachers and peers follow this mantra about feedback: “Be Kind, Be Specific, Be Helpful.” Keeping this in mind, writing three or four drafts of an essay becomes a part of the school culture.  

    Finally, make the writing visible. Tina Meglich, principal of Conway Elementary in Escondido, transformed her school by displaying curated student work throughout the library and hallways. “Kids will ask, ‘Who wrote that essay on Esperanza Rising?’ They’re fascinated by each other’s work, and they inspire one another to do better because of it.”

    Analyzing student writing in this way not only raises the quality of the work, but it also instills in students a vision of what’s possible.  “I believe that work of excellence is transformational,” Berger writes. “After students have had a taste of excellence, they’re never satisfied with less; they’re always hungry.”

    •••

    David Scarlett Wakelyn is a consultant at Upswing Labs, a nonprofit that works with school districts and charter schools to improve instruction. He previously was on the team at the National Governors Association that developed Common Core State Standards. 

    The opinions expressed in this commentary represent those of the author. If you would like to submit a commentary, please review our guidelines and contact us.





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  • Don’t want to close underenrolled schools? Here’s how to make the math work

    Don’t want to close underenrolled schools? Here’s how to make the math work


    Protesters rally against school closures outside the Oakland Unified School District office in September 2019.

    Andrew Reed/EdSource

    This commentary was originally published by the Thomas B. Fordham Institute.

    As enrollments drop, city after city is facing pressure to close half-empty schools. Fewer kids means fewer dollars. Consolidating two schools saves money because it means paying for one less principal, librarian, nurse, PE teacher, counselor, reading coach, clerk, custodian … you get the idea. Low-enrollment schools end up on the chopping block because they’re the ones that typically cost more per pupil.

    But there is another way to cut costs without closing underenrolled schools.

    First, it’s worth noting that small schools needn’t cost more per pupil. Our school spending and outcomes data include examples of small schools all across the country that operate on per-pupil costs comparable to their larger peers — some even delivering solid student outcomes.

    But here’s the catch: These financially viable small schools are staffed very differently than larger schools.

    There’s a 55-student school near Yosemite that spends about $13,000 a student—well under the state average. How do they make it work? One teacher teaches grades two, three, and four. There’s no designated nurse, counselor, or PE teacher, and rather than offer traditional athletics, students learn to ski and hike.

    A quick glance at the many different financially viable small schools across different states reveals that staff often wear multiple hats. The principal is also the Spanish teacher, or the counselor also teaches math.

    Also common are multi-level classrooms. When my kids attended a small rural high school, physics was combined with AP Physics, which meant both my 10th and 12th graders were in the same class, but with different homework.

    Sometimes schools give kids electives via online options, send students to other schools for sports, or forgo some of these services altogether. Some have no subs (merging classes in the case of an absence). Sometimes the schools partner with a community group or lean on parents to help in the library or coach sports.

    Done well, smallness can be an asset, even with the more limited services and staff. Whereas a counselor might be critical in a larger school to ensure that a student has someone to talk to, with fewer students in a small school, relationships come easier. Teachers may have more bandwidth to assist a struggling student.

    What isn’t financially viable? A school with the full complement of typical school staff but fewer kids. These aren’t purposely designed small schools, rather they’re underenrolled large schools (sometimes called “zombie schools”). Los Angeles Unified School District, for instance, has a slew of tiny schools spending over $30,000 per pupil. Such schools vary in performance, but all sustain their higher per-pupil price tag by drawing down funds meant for students in the rest of the district. In the end, no one wins.

    With so much aversion from parents to closing schools (witness, for example, Seattle, Chicago, San Francisco, Oakland, Pittsburgh or Denver) we might expect more districts to adopt these nontraditional staffing models as a way to save costs and keep families happy.

    In some cities, it’s the charter schools that are offering just that: smaller nontraditional programs that make it work without extra subsidies.

    Some will argue that nontraditional schools (including charters) won’t work for every student. Districts must take all comers, including English learners, families needing extra supports, those wanting a full athletics program, specialty autism services, and so on. That said, the idea here is that larger districts needn’t offer those services in every school, provided they’re available elsewhere in the district.

    But it’s these larger districts that are the most wedded to the uniform staffing structure. It’s so deeply embedded in job titles and union rules, as well as program specifications and more.

    Tolerating small nontraditional schools would mean letting go of some of that rigidity and accepting the idea that schools can be successful without all those fixed inputs. And it might mean reducing some staff who believe their roles are protected when enshrined in a staffing formula. On the flip side, if the school in question has higher outcomes, and the choice is to close it or redesign its staffing structure to transform it into a more intentionally small school, parents and students may accept that trade if it means preserving the school community.

    It would also mean changing budgeting practices so that what gets allocated is a fair share of the dollars per pupil—in contrast with allocations based on standardized staffing prescriptions.

    The last decade saw a big push for inputs-based models, including “every school needs a counselor” or “every school needs a nurse.” As enrollments continue to fall, these inflexible one-size-fits-all allocations stand in the way of keeping small schools open.

    None of this is to say that every school should remain open. Many will inevitably close. But for some of those that deliver solid outcomes for their students, perhaps now is the right time to rethink the typical schooling model. 

    This commentary was originally published by the Thomas B. Fordham Institute.

    •••

    Marguerite Roza is Ddrector of the Edunomics Lab and research professor at Georgetown University, where she leads the McCourt School of Public Policy’s Certificate in Education Finance.

    The opinions expressed in this commentary represent those of the author. EdSource welcomes commentaries representing diverse points of view. If you would like to submit a commentary, please review our guidelines and contact us.





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  • How to get college credit from work experience, military training or even a hobby | Quick Guide

    How to get college credit from work experience, military training or even a hobby | Quick Guide


    Photo: Shutterstock

    Many colleges and universities in California are currently expanding the ways students can receive credit for prior learning, an increasingly popular practice of awarding college credit to students for knowledge they acquired outside a college setting.

    Proponents of granting credit for prior learning, often referred to by its acronym CPL, point out that Advanced Placement or International Baccalaureate tests are very common ways that students receive credit for college classes before they attend college. But there is an effort to broaden the ways that students may be able to receive credit for what they’ve learned outside a college classroom, whether on the job, through volunteering or even a hobby, such as photography or playing an instrument. 

    In the past few weeks, Gov. Gavin Newsom praised the notion of giving credit for prior learning as an important way to recognize the skills that adults pick up in the military or even volunteering through the California Service Corps.

    Many educators say this is an important step toward promoting equity in their institutions. It’s a way to recognize the academic value of work, particularly for students who may have left college to work or started college later in life. Proponents say it can save students time and money, making graduation more likely.

    Does my college or university offer credit for prior learning?

    Because this is an arena of education that is rapidly evolving, it can be difficult for students to figure out whether they may qualify for credit. Right now, that depends on the policies at any given institution or academic department. 

    College advisers or faculty members are a good starting point. Veterans may also want to speak to the department that supports veterans. Many institutions are currently refreshing their policies for giving credit for prior learning and outlining them in their course catalogs.

    How can credit for prior learning help students?

    Students can fulfill general education or major requirements before even showing up to school. This means that they’re able to graduate with a degree or credential more quickly — which also means that they’re more likely to graduate. This can save students time and money.

    A study by the Council for Adult and Experiential Learning found that students who started school with 12 credits could save between $1,500 to $10,500 and nine to 14 months, depending on the institution.

    The study found that 48% of students over 25 years old who had obtained credit for prior learning completed their degree or certificate within 7.5 years, compared with 27% of students who had no credit. The completion rate was even higher, at 73%, for credit received outside the military. 

    There are also important psychological benefits to students who start college with credit under their belts. These students begin their college careers with a sense of momentum and accomplishment, according to Tina Barlolong, career center co-coordinaor at Palomar College in San Marcos. 

    Are there any drawbacks?

    Taking a college course just for the sake of taking a course has risks, and the same is true for pursuing credit for prior learning. It takes a lot less time and money than a full course, but students on financial aid or veterans on the GI Bill, for instance, could run out of funding before they’ve attained a degree if they pursue unnecessary credit.

    Proponents of credit for prior learning encourage students to discuss their best options with a counselor, adviser or a faculty member in a student’s field of study. They can ensure that the credit in question will serve a purpose, such as fulfilling a general education or major requirement.

    What are some common methods of receiving credit for prior learning?

    It may be as simple as passing a challenge test required by a department. The College Board offers a way to test out of college-level material through its College-Level Examination Program, usually referred to as CLEP in the field.

    Portfolio reviews are common in the arts. That means a professor or committee may review paintings, photography or graphic design before deciding to award a student credit. A portfolio could also be used to assess a student’s business skills.

    Playing music or acting out a scene may be a way to earn credit in the performing arts. Beginning piano is a popular course.

    Some students may have obtained a certificate or license in their job that is the equivalent of what they would learn in a college course. Certifications offered by Microsoft or Google that allow students to receive credit for basic computing are common.

    The American Council on Education offers many colleges and universities guidance on how to award credit. That can include deciding whether military or corporate training meets academic standards. 

    Are veterans eligible for credit for what they have learned while in the military?

    Yes. In fact, the study by the Council for Adult and Experiential Learning found that 68% of students who received credit for prior learning earned it through the military.

    Credit for prior learning has a long history among veterans. The military offers service members extensive training that tends to be highly standardized. When they are discharged, veterans receive a Joint Services Transcript, which translates military experiences into civilian language. This can be used for a resume or for receiving college credit. Veterans can also receive credit for college through free examinations called DSST tests.

    Every public university or college in California accepts the Joint Services Transcript — though whether any given course is eligible for credit may depend on the institution or department.

    Veterans may be able to get credit for physical education requirements, for instance. Depending on their training in the service, veterans may also receive credit for courses in engineering, law enforcement, computer science or health care.

    One branch of the military bypasses this whole process: the Air Force has its own community college, so most of its members simply receive a college transcript upon being discharged.

    Can I get credit for work experience?

    Not exactly. The idea behind getting credit for prior learning is that it is awarded for learning and skills acquired, not just for work experience. 

    Someone working as an auto mechanic might have picked up a lot of knowledge and skills, but that experience may not correspond to everything covered in an automotive repair course, such as safety procedures, ethics and professionalism. Credit is granted for that knowledge and training — not just the years working in a given field.

    How do California’s colleges and universities view credit for prior learning?

    Thanks to legislation, community colleges and the campuses of California State University and the University of California all have policies on the books for credit for prior learning. But how those policies are implemented varies from system to system, school to school and even department to department.

    All three systems will consider the veterans’ Joint Services Transcript and offer credit for any equivalent courses that are offered on their campus. 

    California’s community colleges have perhaps the most generous guidelines for awarding these credits. Colleges may award credit for skills learned through work experience, employer-training programs, military service, government training, independent study or volunteer work.

    The community colleges have set an ambitious goal of ensuring that at least 250,000 Californians receive credit for prior learning by 2030. The Mapping Articulated Pathways Initiative supports community colleges in these efforts through training, technology and policy.

    California State University overhauled its policies for granting credit for prior learning in 2023, and it has required each campus to have its own policies. The system does accept exams such as the CLEP and DSST for credit. It will also accept any training or instruction that corresponds to American Council on Education guidelines.

    The University of California has the strictest guidelines on credit for prior learning. Its guidance states that credit will only be offered for courses that meet the same high standards of the UC system — this stance is typical of selective universities. It does not award credit for vocational or technical training or for results on CLEP or DSST tests. It will accept credit for courses on veterans’ Joint Services Transcript for any equivalent courses UC offers.

    “The more traditional, the more selective an institution is, the more they tend to not have generous policies,” said Su Jin Jez, CEO of the nonprofit California Competes, a nonpartisan policy and research organization.

    How much does getting this credit cost?

    This is another factor that varies by institution. It might be free for students who have already matriculated. Many institutions charge a fee for tests or other assessments. Some might charge for each credit unit. Generally, it will be considerably cheaper than tuition. However, funding can become a barrier when financial aid does not cover these fees, according to a recent survey by the American Council on Education.

    Will this credit transfer from one institution to another?

    Theoretically, it should, just like any other course. When a student receives credit for prior learning through an institution, their transcript will show that they received credit for a specific course number. 

    But no matter how a student earns credit, transferring credits can be potentially tricky. It largely depends on the institution or major a student is transferring into.

    Does giving credit to students for prior learning end up hurting college enrollment?

    It may sound counterintuitive, but giving credit to a student for prior learning actually means it is more likely that the student will take more courses. The Council for Adult and Experiential Learning study found that students awarded credit for prior learning actually tended to earn 17.6 traditional course credits more than students without those credits. 





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  • How Doug Doblar Uses Cold Call to Solve the “Endemic Problems” of Group Work

    How Doug Doblar Uses Cold Call to Solve the “Endemic Problems” of Group Work


    The challenge is real…

     

     

    I’m pretty cautious about “group work.”

    It can be beneficial but the “can be” should be in italics because it has endemic problems that are often over-looked. One of which is the fact that it can be really hard to ensure that everyone is working, thinking and benefitting.

    The happy buzz of voices in the classroom, just far enough away that you can’t really hear what they are saying, can be a recipe for happy collusion: I will let you go off to the corners of the room and we will both pretend the optimal case is occurring.

    So I was very happy to read a brilliant blog post by my friend, colleague and TLAC Fellow (see below) Doug Doblar of Bay Creek Middle School in Gwinnett County, Georgia, that uses the TLAC technique Cold Call to solve some of group work’s endemic problems. 

    Here’s how Doug describes the endemic problems of group work:

    One of the challenges that requires constant vigilance … is assuring that every member of a group thinks and learns during the day’s thinking task.  There are quite a few ways this can go wrong, I’ve found:

      • One or two students in the group form a quick understanding of the new topic and race forward, leaving the other member or members of the group in the dust
      • One or two students in the group do not form a very quick understanding of the topic, but are afraid to say so, so they feign an understanding, allowing the other member or members of the group to similarly leave them in the dust
      • One or two students in a group “aren’t feeling it today,” so they don’t participate, feign an understanding, and get left in the dust

     

    Or some other iteration of this situation where part of the group is off to the races while another part of the group is stuck at the starting line, willingly or not.

     

    Perfectly put. I love an advocate for an idea who is keenly aware of the potential downside!

    Doug advises addressing these challenges through a variety of tools, which is supremely practical and realistic. A complex challenge in the classroom is rarely solved by one tool alone.

    First Doug advises building strong routines and setting clear expectations that address the pitfalls.

    But Doug also advises using Cold Call and I think this application of the technique is brilliant.

    As you walk from group to group, he advises you should Cold Call students who are at risk of non-engagement.

    Here’s how he describes it:

    Cold calling is my go-to technique during thinking tasks when I’m worried that a member of a group might be getting left behind, willingly or unwillingly.

    As I actively observe during thinking task time, it usually isn’t too hard to spot these students.  They stand a little farther from the group, maybe don’t face the whiteboard, rarely have the marker, and might be ones I already know are “not feeling it” today and who feel that their bad mood should excuse them from learning and participating.  They’re also ones with personalities who make them regular disengage-ers who I’m always aware of.

     

    As Doug circulates he finds these students and Cold Calls them in one of three ways, which I will let him describe:

      1. Directly asking a student to do the next “thin slice”: During thin-sliced thinking tasks– which I use more days than not –I’ll often just show up to a group and ask a student who I’m afraid might be disengaged to lead the next example or to explain a prior example to me.  “Bryce, will you lead the next one?”  or “Maddie, will you explain this last one to me?”
      2. “What’s he/she talking about?: When I come to a group whose leader is doing great of explaining thinking and trying to make sure the group is following along, but I’m worried that a member of that group is either disengaged or feigning an understanding to keep things moving, I’ll often just slide up to that student and ask “what’s he/she talking about?”  It’s a quick and easy cold call that holds the student accountable for explaining the leader’s example.
      3. “​What’s he/she doing?”: This version of cold calling works just like the “what’s he/she talking about” one, except I use it when the group’s leader isn’t doing as good of a job.  Sometimes I’ll catch the student with the marker silently and independently working a slice on his or her own with just the other members of the group watching.  Usually this is ok, but I’ll frequently slide in and ask another group member “what’s he/she doing?” while it’s happening to make sure that the rest of the group actually understands what’s going on.
    2.  

     

    As if that’s not helpful enough, Doug has posted videos of himself doing this and I’ve made a short montage of them here:

     

     

    Doug wraps by talking about how important it is to keep the Cold Calls positive and how that helps  build what we sometimes call ‘loving accountability.’

    They know I might move over at any moment and cold call one of them, and not a single one looks anxious about it…the students understood and they were proud to be able to explain that to me…. Accountability is hard to build into any instructional setting, but once it is assumed, kids really take ownership of their learning most of the time. 

    It’s great stuff and there’s plenty more insight in Doug’s full post, which you can read here.

    Want to know more?

    Check out:

    Doug’s Blog: Doug writes beautifully about implementing Building Thinking Classrooms in Mathematics and how TLAC techniques support that framework. He provides practical advice and video. To read more, visit his blog here: http://www.dougdoblar.com/

     

    TLAC Fellows: Doug is one of twelve of our talented TLAC Fellows – Cohort 3. We’re opening the application for Cohort 4 on February 18th! All application materials and more information about the program can be found here: https://teachlikeachampion.org/teach-like-champion-fellows/

     

    Upcoming Engaging Academics Workshop: Interested in exploring Cold Call with us? We’re in LA on February 27-28 for an Engaging Academics workshop where we’ll study high engagement strategies like Everybody Writes, Cold Call, Means of Participation, and Lesson Preparation. Join us here: https://teachlikeachampion.org/engagingacademicsfeb2025



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  • Fellows at Work: Using Cold Call to Develop Better Doctors

    Fellows at Work: Using Cold Call to Develop Better Doctors


    It’s not this…

    Dr. Bob Arnold, Gerald J. and Dorothy R. Friedmans Chair in Palliative Care and Vice Chair for Professional Development at Mount Sinai’s Brookdale Department of Geriatrics and Palliative Medicine, and Dr. Rene Claxton, Director of Palliative Care Undergraduate and Graduate Medical Education at UPMC, are two of our twelve Teach Like a Champion Fellows from cohort 3. For their final projects. Bob and Rene studied Cold Call in the medical educator setting. They shared the following brief summary of their project! 

    If you are interested in becoming a TLAC Fellow or know someone who might be a good fit, applications for our fourth cohort are open and available here: https://teachlikeachampion.org/teach-like-champion-fellows/ and are due by May 30, 2025. 

     

    Cold Calling in Medical Education 

    For decades, medical educators have employed questioning as a teaching strategy. Senior doctors quiz learners, asking them questions until they do not know the answer and then moving on to a more senior member of the team. The focus is building on knowledge deficits.1 While learners felt this practice known as “pimping” (a gendered term for a demeaning practice) was a rite of passage, it did not cultivate psychological safety and its impact on learning is unclear. In the era of physician wellness, some educators called for the elimination of this form of questioning practice.2 

    Teach Like a Champion Fellows and physicians, Bob and Rene, honed in on the dissonance between their experience of pimping and their observation of exceptionally skilled educators employing questioning strategically to ensure voice equity, demonstrate loving accountability and ensure learning. They came up with the following differences: 

      Pimping  Cold Calling 
    Teacher intention 

     

    		 Highlight knowledge shortfall  Celebrate knowledge acquisition and maximize voice equity 

     
    Group dynamics 

     

    		 Reinforce hierarchy 

     

    Create supportive learning environment 

     
    Pre-requisite knowledge 

     

    		 None explicitly provided 

     

    		 Provided prior to questioning sequence 

     
    Learner errors

     

    		 Underscores learner knowledge deficit 

     

    		 Provides teacher insight into the success of their teaching (allows for checking for understanding) 

     

     

    As they brainstormed replacing the antiquated method of pimping with Cold Calling, they agreed on several core steps:  

    1. Start by outlining the rationale for cold call and distinguishing it from pimping in a short roll out speech. In Rene’s roll out for the first day of a series of fellows’ education, she makes sure to say:  

    What she’s doing 

     

    		 I’m going to call on people even if their hands aren’t raised 

     
    Why she’s doing it 

     

    		 Helps us gauge how good of job we are doing teaching…to help us stay engaged…what we pay attention to is what we learn 

     
    What to do if a learner doesn’t have the right answer 

     

    It’s okay if you don’t know the answer. That means you’re learning…that’s why you’re here … just say pass 

     

     

     

    2. Carefully craft and place Cold Call questions in the lesson to set students up for success. Don’t call on someone as a punishment or to call out that they were distracted. To ensure learners have pre-requisite knowledge, assign pre-reading prior to the class session. Use Wait Time to give the students time to think about a thoughtful answer. Use formative language by starting cold call questions with low-stakes phrases like, “Who can start us off?”   

     

    In this example, Bob planned a Turn and Talk before a Cold Call to help learners teach each other (increase motivation) and feel more confident in their responses. He transitions from the Turn and Talk to the Cold Call using low stakes phrasing by directing the group, “We’re going to go from team Becca to team Courtney and see how we do.”  

     

     

    3. Positively frame the Cold Call practice by repeatedly setting expectations that mistakes are part of learning and respond to mistakes with supportive phrases such as, “You’re 80% there” or “Who can build on that?” When the answer is wrong, use it as an opportunity for the group to learn together by using phrases like, “That is a common mistake that we can all learn from.” These phrases maintain accountability for learning while enhancing psychological safety. Learners are more excited to contribute when they know their answers will be taken seriously and used to promote their learning.  

    In Bob and Rene’s experience, medical students reported high satisfaction with Cold Calling – the key was making sure teachers perform the technique effectively–setting it up carefully and making it safe which allowed students to bring their best answers and appreciate what they do know. 

     

    References 

    1. An example of pimping from the television show ER: https://www.youtube.com/watch?v=qoT5QkGBjOA
    2. Chen DR, Priest KC. Pimping: a tradition of gendered disempowerment. BMC Med Educ. 2019;19(1):345. doi:10.1186/s12909-019-1761-1 

     

     

    Want to learn more?  

    Join us for our remote Engaging Academics in the Medical Educator Setting (four 90 minute remote sessions on May 22nd, May 29th, June 5th, and June 12th). Bob and Rene will be co-facilitating with the TLAC Team! Learn more and register here.  



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