Vipavee Thongpriwan

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UW-Milwaukee

Clinical Associate Professor, School of Nursing
Wisconsin Teaching Scholar, 2018-19

My Journey as a Wisconsin Teaching Scholar

I was thrilled to receive an email

from the Director of Center for Excellence in Teaching and Learning (CETL) at the University of Wisconsin-Milwaukee notifying me that I was selected as a Wisconsin Teaching Scholar for the 2018-19 Wisconsin Teaching Fellows and Scholars (WTFS) program. Prior to my participation in the WTFS program, I was tasked with teaching a new 3-credit course covering research and evidence-based practice concepts to undergraduate nursing students in a large class size, accommodating at least 80 students. The class was scheduled on Friday from 8 AM – 11 AM which posed challenges regarding attendance. Considering the characteristics of the course content, enrollment, and class time, my objective was to actively engage in student learning, leading me to adopt the flipped classroom approach. Three teaching strategies were implemented including low-stake weekly pretests, in-class active learning strategies (e.g., think-pair-share, the muddiest point, and minute paper), and scaffolding assignments. Feedback from students was positive. Consequently, I presented my insights gained from this class at the 2017 UWM Teaching and Learning Symposium.1 After this presentation, I was hooked and motivated to cultivate communities of deeper learning.

Participating in the OPID conference and Faculty College as a Non-Wisconsin Teaching Scholar

I was fortunate that UWM CETL provided travel support to presenters of the 2017 Teaching and Learning Symposium to attend the UW System’s Spring (OPID) Conference on Teaching and Learning held at UW-La Crosse, WI. It was my first time attending the OPID, so participating in this conference allowed me to connect with colleagues and gain valuable insights, and it inspired me to advocate for active learning while enhancing my expertise in assessing student learning. The key insight from this conference is the significance of Formative Assessment, which enabled me to incorporate additional strategies for evaluating student learning beyond just midterm and final examinations. I disseminated the results of my Formative Assessment implementation at the 2018 UWM Teaching and Learning Symposium.2

After the OPID conference, I applied to a competitive selection process at my university to participate in the 2017 Faculty College, the UW System’s premier instructor development event to be held at UW-Richland, WI. Participating in a 3-day Faculty College event was an exciting, memorable experience as I vividly recalled the nervousness I felt while driving to the event. I made it! This conference marked my initial exposure to the Scholarship of Teaching and Learning (SoTL), which I discovered by participating in the SoTL session. The email I sent to the University afterwards exclaimed: “My experience there is phenomenal. One thing I have learned and am able to implement is to be mindful about language I use in the classroom, in the syllabus, and how the language affects the classroom environment. I found that the Motivation, Privilege, Power in the Classroom session was excellent.”

Embracing the Opportunity to Become a Wisconsin Teaching Scholar

In November 2017, I submitted a letter of interest and a 1-page SoTL project proposal to my institution to apply for being a scholar in the 2018-19 Wisconsin Teaching Fellows and Scholars program. My SoTL project aimed at using active learning strategies to foster nursing students’ skills and self-confidence in using research evidence to inform how they delivered care that meets the unique needs of diverse patients. I was ecstatic upon discovering in my email that I was accepted to the program.

In May 29 to June 1 of 2018, I was privileged to return to Faculty College at UW-Richland Center for a second time, this time as a Wisconsin Teaching Scholar. I received a digital letter from the director of UW Systemwide Professional & Institutional Development, extending a warm welcome to me as I embark on my journal at Faculty College. In the letter, Faculty College was envisioned as “a wholistic retreat where every session, every meeting, every exchange is not experienced in isolation but in relationship with each other.” I wholeheartedly agree with that! In addition to the enriching experiences of teaching and learning, I cherished the moments spent with Wisconsin fellows and scholars during our morning runs, icebreaker activities, and yoga on the lawn. At this time, I left Faculty College with the joys in teaching and learning, eagerly anticipating the experiences that lay ahead.

After Faculty College, I participated in Summer Institute, an experience that allowed me to delve into my SoTL project. Under the guidance of the co-director, I used a concept map to plan my project. The concept map was valuable, as I recalled a conversation with the co-director who suggested incorporating this initial concept map sketch into the project poster to illustrate its origins. I smiled and nodded my head softly to show my agreement. Unfortunately, the concept map never passed into the final poster. My SoTL project focused on exploring how growth mindset, engagement in active learning, and student-faculty Interactions affected students’ evidence-based competency.3,4 The findings showed that collaborative learning was one of the top 3 active learning strategies for helping students understand course material.3,4 ​Student engagement in active learning and strong student-faculty interactions were positively associated with how students shared and applied evidence to inform their nursing practice.3,4 This project has taught me how the dynamics of student-faculty engagement and collaborative learning had on their educational experience.

During my time in the WTFS program, reading a book called Small Teaching by James Lang5 felt like having endless conversations with a long-time friend. The book was divided into three parts, including Knowledge (e.g., “make it stick”), Understanding (e.g., an obvious influence of prior knowledge on learning), and Inspiration (e.g., expanding instructors’ viewpoints of what student learning might look like in your classroom).5 Teaching tips presented in the book, such as frequent quizzing, pretesting, and beginning a class with content from the previous session referred to as retrieval practice5, aligned with approached I have previously employed although I was not aware of their specific terminology.6

My Endeavors Following the Completion of the 2018-19 WTFS Program

              I had a moment that highlighted the significant role of prior knowledge in learning. It was a conversion with a student about Random Sampling methods. The student stated that “I met random people on the street or campus, was that a random sample?” That conversation inspired me to focus on cultivating a learning environment that minimizes unnecessary mistakes or hurdles in the learning process. I often used activities that were concrete to explain concepts. For example, I had a session focusing on the importance of “change” in nursing practice to better serve the needs of patients. I distributed a sheet of paper to students and guided them through the activity. They began by writing their first and last name, then switched hands to write again on the same sheet. They had a chance to write for a third time, but this time they used only their non-dominant hand. Afterward, debriefing was completed to discuss their experiences and its relevance to the “change” topic. I also intentionally designed the first day of class that can ignite excitement among students for the upcoming sessions. 7,8,9,10 Detailed descriptions of assignments and rubrics are provided to help students avoid common errors. 7,8,9,10 Despite the large class size, I allowed students to submit drafts of their papers for feedback, which were beneficial for their learning and simplified the grading process.   

The fall semester of 2023 brought back the familiar feeling of anxiety as I was assigned to teach a hybrid graduate course for the first time. The course covered topics such as cultural diversity, health disparities, and health care delivery to vulnerable populations. During the in-person session, a fishbowl discussion activity was employed with the intent to create a safe space for students to share their perspectives on stereotypes in healthcare and its impacts on how students delivered care to patients. Lessons learned from this fishbowl activity will be published in a peer-reviewed journal.11 In this fall semester of 2024, I got a chance to teach the same course once more. With the assistance of my colleagues, simulation-based learning was added to the course. The aim of this approach was to enable students to demonstrate their knowledge and skills in caring for patients who are seeking pain medication. Students are prompted to examine their own biases around racial stereotypes and perceptions of “drug seeking behavior.” I am involved in the preparation prior to simulations and the debriefing session that follows. While this simulation-based learning is ongoing, I have observed a high level of enthusiasm and student engagement in their educational experience over the two-hour duration. This observation has sparked my interest in further exploring simulation-based learning methodologies.

Conclusion

My commitment to pursuing excellence in teaching and learning continues to expand. I am grateful for the opportunity to be one of Wisconsin Teaching Fellows and Scholars. The small teaching approach has allowed me to discover the true joys of both teaching and learning. I look forward to arriving at class early to engage in meaningful conversations with my students. I do not recall the average score of my teaching evaluation; however, I remember receiving an email from a student asking whether I remembered the one who attended class in a soccer jersey during the World Cup. My answer is “definitely!” That is a reward for my teaching.

Biography:

Prior to joining the University of Wisconsin-Milwaukee faculty in 2010, I was a faculty member in Thailand and taught various theoretical and clinical courses on mental health and psychiatric nursing. I also provided support for a variety of global collaborations, including research, nursing curriculum development, and student exchange programs with my nursing colleagues.

At UWM School of Nursing, I have taught different courses in the areas of mental health, Evidence-Based Practice (EBP), and chronic care management. These courses ranged in size, delivery modes, and student levels (i.e., Graduate, Undergraduate, Flexible Option). Inclusive teaching pedagogy is the foundation that is grounded in my teaching philosophy. I value Universal Design for Learning (UDL) and deliberately cultivate a learning environment that promotes a sense of belonging.

References:

  1. Thongpriwan, V., & Rommelfaenger, M. (2017). Teaching undergraduate students’ evidence-based nursing practice: Flipping a large-sized classroom. UWM Teaching and Learning Symposium, Milwaukee, WI. January 12, 2017 (Oral Presentation).
  2. Thongpriwan, V., & Treisman, P.E. (2018). Using formative assessment to enhance student learning in large class size. The 2018 UWM Teaching and Learning Symposium, Milwaukee, WI. January 11, 2018 (Oral Presentation).
  3. Thongpriwan, V. (2019). Relationships among growth mindset, active learning, student-faculty interactions, and evidence-based practice among undergraduate nursing students. The 2019 OPID Spring Conference on Teaching & Learning. The Joys of Teaching & Learning Intersecting Identities & Pedagogies, April 11 -12, 2019, Madison, WI. (Poster Presentation).
  4. Thongpriwan, V. (2019). Teaching innovation to cultivate evidence-based practice in undergrad nursing students. UWM CON the Eta Nu Chapter of STTI 5th Annual Poster Symposium, November 7, 2019, (Poster Presentation, Honorable Mention Poster Award).
  5. Lang, J. M. (2016). Small teaching: Everyday lessons from the science of learning. Jossey-Bass.
  6. Thongpriwan, V., & Zhao, J. (2019). Small teaching: Experiences and impacts on student learning. The 2019 UWM Teaching and Learning Symposium, Milwaukee, WI. January 10, 2019 (Oral Presentation).
  7. Thongpriwan, V. (2019). UWM Active Teaching Lab. “Design your Next Canvas Course” host by UWM Center for Excellence in Teaching and Learning, May 8, 2019 (Oral Presentation).
  8. Thongpriwan, V. (2021). UWM Active Teaching Lab. “Canvas Analytics and Student Report Information” host by UWM Center for Excellence in Teaching and Learning, April 20, 2021 (Oral Presentation).
  9. Simonson, N., Brennan, L., & Thongpriwan, V. (2023, March). Patient-centered case study for health and illness in the undergraduate program. https://www.aacnnursing.org/essentials/database/kit/i/d1-pcc-case-study
  10. Thongpriwan, V. (n.d.). Faculty and staff directory, University of Wisconsin Milwaukee, School of Nursing. (https://uwm.edu/nursing/directory/thongpriwan-vipavee/
  11. Thongpriwan, V., & Swaney, V. (2024). Using a fishbowl activity to promote inclusive nursing practice through nursing education. Journal of Continuing Education in Nursing, 55(12), 565-567. doi:10.3928/00220124-20241111-04